oru.sePublications
Change search
Refine search result
1234 1 - 50 of 151
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Kronlid, David
    Uppsala universitet.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Östman, Leif
    Uppsala universitet.
    Pragmatiska studier av meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 11-24Article in journal (Refereed)
    Abstract [en]

    The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.

     

  • 2.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Kronlid, David
    Uppsala universitet.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Östman, Leif
    Uppsala universitet.
    Tema: Didaktiska undersökningar2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 5-10Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    En presentation av det didaktiska angreppssättet som ligger till grund för temat Didaktiska undersökningar i Utbildning och demokrati nr 3, 2008.

  • 3.
    Almqvist, Jonas
    et al.
    Uppsala University, Uppsala, Sweden.
    Meckbach, Jane
    The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden.
    Öhman, Marie
    Örebro University, School of Health Sciences.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    How Wii Teach Physical Education and Health2016In: SAGE Open, ISSN 2158-2440, E-ISSN 2158-2440, Vol. 6, no 4, p. 1-16Article in journal (Refereed)
    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.

  • 4.
    Almqvist, Jonas
    et al.
    Uppsala University, Uppsala, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Is There (Any)Body in Science Education?2015In: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 46, no 4, p. 439-453Article in journal (Refereed)
    Abstract [en]

    In this article we develop and use a comparative approach for studies of the role of the body in meaning making processes in science education (SE). In debates about learning, the discussion often centres on how to explore the relation between body and mind. For example, many studies either focus on changes of bodily behaviour or on changes of people’s conceptions and ideas. In a pragmatic perspective on learning it is not possible to envision an ontological distinction between body and mind. By comparing video recordings of physical education lessons, we have studied the role of the body in meaning making processes in SE. The results show that the body is used and constituted in different ways in the analysed situations and how the participants use artefacts in order to do things in a way that would not otherwise be possible. Furthermore, we argue that the comparative approach developed in the article, together with the results of the study, can be used by teachers in their discussions about teaching in relation to different educational objectives and content.

  • 5. Almqvist, Jonas
    et al.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, Department of Education.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Östman, Leif
    Pragmatic investigation: studies of meaning-making in educational practices2008Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning-making in different educational practices. The approach – built on a framework developed within the SMED-group (Studies of Meaning-making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning-making – learning and socialisation – in different kinds of educational practices.

  • 6.
    Almqvist, Jonas
    et al.
    Uppsala University, Uppsala, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    How Wii teach Physical Education and Health2014Conference paper (Refereed)
    Abstract [en]

    Background

    The potential use of exergames in Physical Education and Health is surrounded by a growing discussion among practitioners, policy makers and researchers focusing on different expectations about the games. In this discussion there is, however, a need to further include issues about the learning content offered by these games, how the content is expected to be taught and about the potential consequences the use of games may have for learning and socialisation. This study focus on how meanings about health and the human body are offered by the game: What kind of teaching is delegated to the artifact when used in Physical Education and Health?

    Focus of inquiry

    The aim of this article is to investigate how images of health and the human body and are taught by using exergames.

    Analytical framework and Research methods

    The empirical study builds on the use of an analytical tool called “Epistemological move analysis”. Studies of teaching and learning have shown how teachers use different kinds of actions (for example instructive, confirming, re-orienting, generative, re-constructive and evaluative moves) in order to try to direct the meaning making in educational settings. In this study, these categories are used, developed and specified in the context of teaching in Physical Education and Health. The empirical material used consists of video recordings from sessions where the games Wii Fit Plus and EA Sports Active were played.

    Research findings

    The results of the analyses show how the games offer different kinds of epistemological moves: Instructive moves about the fit body and how to play the game, re-orienting moves used in order to help the players to modify their action towards a more relevant and effective way, generative moves used to help the players to think about how to play the game and confirming move about the players’ gaming. In sum, the “teacher” constituted in the game is a teachers who instructs, confirms and encourages the players to move and exercise their bodies. But it is not a teacher who, in contrast to teaching in other contexts, is able to help the learners to make investigations or to participate in argumentation and discussion about for example images of health and the human body. Teaching in these games is constituted as a behavioral modification focused on an idea about a pre-defined and ideal body not expected to be discussed in education.

  • 7.
    Almqvist, Jonas
    et al.
    Uppsala University, Uppsala, Sweden.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Meckbach, Jane
    GIH, Stockholm, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    What do Wii teach in PE?2012In: ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All, 2012Conference paper (Refereed)
    Abstract [en]

    In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity, sedentary behaviour as well as increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence and IT-experience provide pronounced advantages in society. 

    In the middle of this paradox a new type of videogames is introduced, where body movement and physical activity constitute the central element. These games, so called exergames or active video games, are games where physical movement is involved in the game through the use of for example balance-boards, step-up boards and dance-pads. Exergames are now more and more put forward in several countries as interesting tools to use in physical education in order to stimulate young people to be physically active.

    In a recent review and synthesis of research on video games and health, Papastergiou (2009) strongly argues that videogames can offer ”potential benefits as educational tools for Health Education and Physical Education, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise” (Papastergiou, 2009, p 603). However, Vander Schee and Boyles (2010) argue that exergames rather should be seen as a body pedagogy producing certain narrow meanings about health, and that the uncritical implementation of exergames in school is a problematic way to place commercial products in school. Consequently, there are differences in views regarding exergames in educational settings that are worth paying attention to in research about people’s learning about the body, physical activity and health.

    The aim of this paper is to investigate how images of the human body are expected to be learned when using exergames.

    The use of artifacts – physical objects made by humans – is a central part of human life. In fact, there are many activities that would not be possible to perform without the use of them. In schools, students learn to use paper and pencils, computers, vaulting-horses, footballs and so on. How and why artifacts are supposed to be used in educational settings is however not given beforehand (Cuban 1986). The use of artifacts mediates certain meanings about the view of learning and the goals and choices of content in education (Almqvist 2005, Quennerstedt et al in press).  

    In this paper, we will use discourse analytical strategies in order to analyse how meanings about the body are expected to be learned when playing exergames. The discourse analytical strategies involve an interest in how processes of discourse constitute how we experience or relate to ourselves as well as our environment (Laclau & Mouffe 1985). Discourses constitute what is possible to say or do as partial and temporal fixations (Foucault 1980). These fixations are imbued with power, values and ideologies. As Evans and colleagues argue: “/…/ health beliefs, perceptions and definitions of illness are constructed, represented and reproduced through language that is culturally specific, ideologically laden and never value free” (Evans et al 2008 p 46).

     

    Method

    To investigate what these games offer we have explored the manuals, the content, the animations of the games as well as the instructions and comments offered during game play. The empirical material consists of exergames most commonly used in schools: Wii fit and Wii sports (sports active). In the discourse analysis we have explored what is taken for granted in the empirical material in relation to other possible ways to argue. In this way we can explore what is included and excluded in the games and what is possible to think and act in relation to statements concerning the body.

     

    Expected Outcomes

    The analysis shows how the logic of the game, its animations, instructions and feedback to the player, constitutes the ideal body as a physically active, well-balanced, slim and strong body. The use of the game, the balance board and the hand control, makes it possible to measure and register how the player follows this logic. The analysis also shows how the way the player is supposed to learn about the body is strongly influenced by behaviorism. In the paper we argue that this way of learning about the body is narrow and limited and that it is important to critically discuss the effects of the use of these games in schools.

     

    References

    Almqvist, Jonas (2005). Learning and artefacts. On the use of information technology in educational settings. Uppsala: Acta Universitatis Upsaliensis. Cuban, Larry (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press. Evans, John, Rich Emma & Davies Bryan (2008). Education, disordered eating and obesity discourse: Fat fabrications. London: Routledge Foucault, Michel (1980). Power/knowledge. Selected interviews & other writings 1972-1977. New York: Pantheon Books. Laclau, Ernesto & Mouffe, Chantal (1985). Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso. Papastergiou, Marina (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622. Quennerstedt, Mikael, Almqvist, Jonas & Öhman, Marie (in press). Keep your eye on the ball. Investigating artifacts in physical education. Interchange. Vander Schee, Carolyn J. & Boyles, Deron (2010): ‘Exergaming,’ corporate interests and the crisis discourse of childhood obesity. Sport, Education and Society, 15(2), 169-185.

  • 8.
    Armour, Kathleen
    et al.
    School of Sport, Exercise & Rehabilitation Sciences, University of Birmingham, Birmingham, UK.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Chambers, Fiona
    Sports Studies and Physical Education, School of Education, University College Cork, Cork, Ireland.
    Makopoulou, Kyriaki
    School of Sport, Exercise & Rehabilitation Sciences, University of Birmingham, Birmingham, UK.
    What is ‘effective’ CPD for contemporary physical education teachers?: A Deweyan framework2017In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 22, no 7, p. 799-811Article in journal (Refereed)
    Abstract [en]

    It is widely argued that continuing professional development (CPD) for physical education (PE) teachers is important, yet questions remain about ‘effective’ CPD. We consider these questions afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on teachers as learners. Considering the nature of contemporary PE, and the learning needs of teachers, we argue that a different model of PE-CPD is required to reflect the dynamic nature of contemporary practice. We propose John Dewey's classic concept of ‘education as growth’ to underpin a new conceptual framework for the design, delivery and evaluation of PE-CPD. We argue that ‘effective’ PE-CPD will not be found in formal policies, structures and processes, however, well-intentioned, unless it (i) focuses on the dazzling complexity of the learning process, (ii) prioritises context and contemporary challenges; (iii) bridges research/theory–practice in innovative ways; and (iv) nurtures the career-long growth of PE teachers.

  • 9.
    Barker, Dean
    et al.
    Göteborgs universitet, Göteborg, Sweden.
    Annerstedt, Claes
    Göteborgs universitet, Göteborg, sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Examining groupwork in health and physical education: emerging findings from a Vygotskian analysis2012Conference paper (Refereed)
    Abstract [en]

    Introduktion: Group work underpins curricular models such as Teaching Games for Understanding, Sport Education  and Cooperative Learning. Within such models, HPE teachers typically assume ‘facilitator’ roles, dividing their time and attention between groups. In doing so, teachers gain only a partial view of their students’ learning. Very simply, they do not see what is happening when they are not immediately present. It is difficult to frame this as a problem – it appears to be part of the reality of teaching. At the same time, the argument made in this paper is that an understanding of student interactions where the teacher is absent has significant potential for informing pedagogic practice.

    Syfte & teoretisk ram: The purpose of this paper is to examine the factors that influence learning when two or more learners are co-constructing meaning in the absence of a teacher.

    The paper draws on the work of Lev Vygotsky as well as more recent activity theory. Learning is understood as a social enterprise where the relationship between what an individual can do independently and what s/he can do in collaboration with others is crucial. Vygotsky’s notion of a Zone of Proximal Development (ZPD) provides a specific tool for thinking through this relationship. Key tenets include:

    - performance of novel tasks is often achieved in collaboration with other people before it is achieved individually.

    - potential for learning is bounded (Vygotsky, 1978, p. 208-209). At a given point in time it is not possible for an individual to learn simply anything. As learning occurs and individual performance increases, so does collaborative learning potential.

    - learning takes place within the context of dialectical activity. In this respect, all learning is social.

    - although individuals take on ‘novice’ and ‘expert’ positions during learning activity, these positions are flexible.

    - for learning to take place, novices and experts should influence the group’s activity. 

    Metod: Empirical material was produced with eight different HPE classes in years 6-9 (lower and upper secondary schools) in Sweden. Schools were selected in a way that maximized variation.

    Observations consisted of three or four video-recorded lessons with each of the eight classes. Two cameras were used: one stationary and the other mobile. Mobile filming focused on different groups working within the classes. Between two and five students were generally in the frame at any one time and filming was done with the intention of capturing sequences where a group of students worked with a specific problem/task. Here, Emerson’s (2004) notion of key incidents was utilized. Due to the proximity of the camera to students, audio material could be obtained and detailed transcripts of speech exchanges were produced.

    Resultat: Data suggest that: (1) teachers often define the outcome of groupwork situations with relative precision but pay less attention to process (i.e. how learners will reach the outcome); (2) many groupwork situations do not result in the creation of ZPD’s and hence do not result in learning in a Vygotskian sense; (3) the creation of ZPD’s in HPE are achieved through corporeal and through linguistic strategies - this makes HPE ZPD’s unique from many educational settings.

    Diskussion: The emerging results suggest that HPE teachers should pay more attention to how they define and implement groupwork. They should reflect on how they present groupwork tasks to learners and think about the relationship between group process and learning outcome. Teachers should also consider how ‘expertise gradients’ can be exploited and help learners to occupy novice and expert positions in ways that maximize learning. Finally, the results suggest that facilitation of groupwork should account for learners’ physical and linguistic capacities.  

  • 10.
    Barker, Dean
    et al.
    Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health Sciences.
    Power and group work in physical education: A Foucauldian perspective2017In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 23, no 3, p. 339-353Article in journal (Refereed)
    Abstract [en]

    Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students and enable students to make decisions and co-construct meaning on their own. There are, however, very few investigations focusing on power in group work situations in PE, with most research focusing on learning and content. Assumptions about the nature of power and its mechanisms have been largely implicit. The purpose of this paper was consequently to explore power relations in PE group work. To do this, we have drawn primarily on observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. A small amount of pre- and post-lesson interview material is used as a complementary data source. Michel Foucault’s notion of power as action-on-action is used to identify different types of power relations in this group work. Four specific kinds of relations are presented concerning: (1) the students’ task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members’ proficiency in the task. In these respects, the results encourage a reconsideration of learning in group work and open up new avenues for further research. The paper is concluded with practical considerations that relate to common assumptions about student power, teacher authority and the potential benefit of ambiguous tasks in group work.

  • 11.
    Barker, Dean
    et al.
    University of Gothenburg, Gothenburg, Sweden .
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Annerstedt, Claes
    University of Gothenburg, Gothenburg, Sweden .
    Embodied interaction in physical education: examining group work from a multimodal perspective2014Conference paper (Refereed)
  • 12.
    Barker, Dean
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Annerstedt, Claes
    University of Gothenburg, Gothenburg, Sweden.
    Facilitating group work in physical education: working with post-Vygotskian ideas2013Conference paper (Refereed)
  • 13.
    Barker, Dean
    et al.
    Göteborgs universitet, Göteborg, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Annerstedt, Claes
    Göteborgs universitet, Göteborg, Sweden.
    Inter-student interactions and student learning in Health and Physical Education: A post-Vygotskian analysis2013Conference paper (Refereed)
    Abstract [en]

    If group work has not always been a central element of Physical Education (and Health - HPE), then it has certainly become one in recent times (Ward & Lee, 2005). In this paper we propose that despite: (1) the widespread use of group work in HPE; and (2) significant theoretical advances surrounding HPE models that utilize group strategies (Dyson, Griffin, & Hastie, 2004), we do not have a particularly good theoretical understanding of how learning in groups takes place in the practice of HPE. In order to fill what we see as a significant lacuna, the aim of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory; namely that in learning situations: (i) group members create collective consciousnesses; (ii) expert-novice relationships develop and change; and (iii) knowledge can be thought of as reaching agreement (Roth & Radford, 2010). These tenets are considered with respect to three empirical instances that are represented with transcript material from observations conducted in Swedish HPE lessons. A post-Vygotskian interpretation encourages us to consider: (i) how student engagement with tasks relates to learning; (ii) how group members become “other-oriented” along with the reasons why they might not orient themselves towards others, and (iii) how “non-experts” guide interactions even as “expertness” shifts between members. Such an interpretation has the potential to contribute to a growing understanding of group work and help HPE practitioners make the most of a teaching strategy which is already used widely in schools.

     

    References

    Dyson, B., Griffin, L., & Hastie, P. (2004). Sport Education, Tactical Games, and Cooperative Learning: Theoretical and pedagogical considerations. Quest, 56, 226-240.

    Roth, W., & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, Culture and Activity, 17, 299-307.  

    Ward, P. & Lee, M. (2005). Peer-Assisted Learning in Physical Education: A Review of Theory and Research. Journal of Teaching in Physical Education, 24, 205-225.

  • 14.
    Barker, Dean
    et al.
    Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden .
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Annerstedt, Claes
    Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden .
    Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis2015In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 20, no 4, p. 409-426Article in journal (Refereed)
    Abstract [en]

    Background: Group work is often used in Physical Education (and Health – HPE). In this paper, we propose that despite: (1) its widespread use; (2) advances surrounding HPE models that utilize group strategies; and (3) a significant amount of literature dealing with group work in other school subjects, we do not have a particularly good theoretical understanding of group learning in HPE.

    Purpose: The purpose of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory that relate to the zone of proximal development (ZPD); namely that in learning situations: (i) group members engage in shared communication; (ii) expert–novice relationships can develop and change during group activities and (iii) constructing knowledge can be thought of as reaching agreement.

    Participants and setting: Empirical material was generated with eight different HPE classes in lower and upper secondary schools in Sweden. Schools were selected in a way that maximized variation and were distributed across four geographic locations with varying sizes and types of communities.

    Data collection: Observational material was produced at each of the sites with the use of two cameras: one stationary and the other mobile. Stationary filming maintained a wideangled focus and captured the entire class. Mobile filming focused on different groups working within the classes. During mobile filming, between two and five students were generally in the frame and filming was directed at sequences in which a group of students worked together on a specific task.

    Data analysis: Analysis of the data focused on two kinds of incidents. The first

    comprised a sequence in which two or more students were interacting to complete a

    task which they could not immediately do and were engaged in collective

    signification by talking about or doing the activity in mutually compatible ways.

    These conditions were sufficient in our view to signal the creation of a ZPD. The

    second kind of incident fulfilled the first criteria but not the second – i.e. the students

    were interacting but not in mutually compatible ways.

    Findings: A post-Vygotskian interpretation of three group work sequences draws

    attention to: (i) the flexible and fluid nature of ‘expertness’ as it exists within groups;

    (ii) the unpredictable nature of member interactions and (iii) the challenging role that

    teachers occupy while trying to facilitate group work.

    Conclusion: Such an interpretation contributes to a growing understanding of group

    work and helps HPE practitioners to make the most of a teaching strategy which is

    already used widely in schools.

  • 15.
    Barker, Dean
    et al.
    Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden .
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Annerstedt, Claes
    Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden .
    Learning through group work in physical education: a symbolic interactionist approach2015In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 20, no 5, p. 604-623Article in journal (Refereed)
    Abstract [en]

    In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in interactional learning. This is surprising given that much learning in PE is expected to take place in the physical domain. The aim of this paper is to contribute to current theorizing by examining social interactions in PE practice. By drawing on symbolic interactionist theory, we put forward a framework for considering how inter-student interactions occur in a multimodal sense. Key ideas relate to (1) the sequential organization of interactions; (2) the ways in which semiotic resources in different fields are used to elaborate each other; (3) the importance of interpretation as a driver of interaction; (4) the creation of local environments in which participants attend to and work together within a shared world of perception; and (5) the influence of material environments on social interaction. The specific concepts employed are epistemic ecology, epistemic position, and learning trajectory. The paper includes observational data from an investigation of learning in Swedish PE to demonstrate the explanatory power and limitations of the theoretical tenets presented. The paper is concluded with practical implications of understanding group work in a multimodal manner.

  • 16.
    Barker, Dean
    et al.
    Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden.
    Wallhead, Tristan
    Division of Kinesiology and Health, University of Wyoming, Wyoming, USA.
    Quennerstedt, Mikael
    Örebro University, School of Health Sciences.
    Student learning through interaction in physical education2017In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 23, no 3, p. 273-278Article, review/survey (Refereed)
  • 17. Bengtsson, Tomas
    et al.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Sköldmark, Magnus
    Medveten matchledare: en studie av fotbollsdomarkompetensen ur tre aspekter1994Report (Other (popular science, discussion, etc.))
  • 18.
    Casey, Ashley
    et al.
    Loughborough University, Loughboroug, United Kingdom; University of Limerick, Limerick, Ireland.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    "I just remember rugby": re-membering physical education as more than a sport2015In: Research Quarterly for Exercise and Sport, ISSN 0270-1367, E-ISSN 2168-3824, Vol. 86, no 1, p. 40-50Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this article was to investigate how boys communicate previous experiences of cultural norms in physical education (PE) practice. This was done by analyzing what boys (from a school in the United Kingdom) remember about PE 2 years after they last participated. Making use of autobiographical memory theory and John Dewey’s notions of reactualization of experience and collateral learning, we discuss the results of the study in terms of re-membering. '

    Method: The participants in this study were 20 boys from a secondary school in the United Kingdom. At the time of the study, 11 of the boys were aged 16 to 17 years old and 9 were aged 17 to 18 years old. These boys were interviewed using a semistructured approach to explore their autobiographical memories of PE.

    Results: The overarching “logic” of memories of PE was sport. Almost all of the boys’ articulated memories were of doing sports, albeit in various capacities. Beyond the main theme, the article positions the boys’ recollections against established cultural norms of PE as a social practice and explores three subthemes: (a) just doing the game in a traditional curriculum though a multiactivity sport discourse; (b) learning the games in a technical sport discourse; and (c) learning beyond the game around an educational sport discourse.

    Conclusions: These boys reactualized memories of learning within an educational discourse, which suggests that what they learned goes beyond the simple consequence of participating.

  • 19.
    Ericson, Helena
    et al.
    Örebro University, School of Health Sciences.
    Quennerstedt, Mikael
    Örebro University, School of Health Sciences.
    Skoog, Therése
    Department of Psychology, University of Gothenburg, Göteborg, Sweden.
    Johansson, Mattias
    Örebro University, School of Health Sciences.
    Health resources, ageing and physical activity: a study of physically active women aged 69–75 years2018In: Qualitative Research in Sport, Exercise and Health, ISSN 2159-676X, E-ISSN 2159-6778, Vol. 10, no 2, p. 206-222Article in journal (Refereed)
    Abstract [en]

    Most studies on issues relating to ageing, physical activity and health are based on an understanding of what causes illness, rather than what promotes health. The health benefits of physical activity relate to questions about how to avoid physical inactivity and overcoming barriers to participating in physical activity, rather than why older people continue to be physically active. The aim of this study was to explore health resources in relation to physical activity, especially resistance training, that physically active women between the ages of 69–75 years characterise as important for the maintenance of health. In order to investigate these health resources, the study drew on salutogenic theory and the concept of sense of coherence. The analysed data came from interviews with 14 physically active Swedish women aged 69–75 years who had previously taken part in a resistance training intervention, but who also had continued to engage in physical activity and resistance training when the intervention ended. We identified seven health resources, social relations and care, positive energy, self-worth, capability in and about physical activity, the habit of exercising, identity as an exercising person and womanhood related to physical activity, in this case resistance training, that physically active women aged between 69 and 75 years characterised as important for maintaining their health. In conclusion, physical activity carried out in a stable group of peers provided a meaningful, comprehensible and manageable way for these older women to engage in the on-going process of maintaining health.

  • 20.
    Eriksson, Charli
    et al.
    Örebro University, School of Health and Medical Sciences.
    Gustavsson, Kjell
    Örebro University, School of Humanities, Education and Social Sciences.
    Johansson, Therese
    Örebro University, School of Law, Psychology and Social Work.
    Mustell, Jan
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Rudsberg, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Sundberg, Marie
    Örebro University, School of Health and Medical Sciences.
    Svensson, Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Skolämnet idrott och hälsa: en nationell utvärdering2003In: Tidskrift i gymnastik och idrott, no 4, p. 12-15Article in journal (Other (popular science, discussion, etc.))
  • 21.
    Eriksson, Charli
    et al.
    Örebro University, School of Health and Medical Sciences.
    Gustavsson, Kjell
    Örebro University, Department of Education.
    Johansson, Therese
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Mustell, Jan
    Örebro University, School of Health and Medical Sciences.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Rudsberg, Karin
    Örebro University, School of Health and Medical Sciences.
    Sundberg, Marie
    Örebro University, School of Health and Medical Sciences.
    Svensson, Lena
    Örebro University, Department of Education.
    Skolämnet idrott och hälsa hösten 2002: uppläggning och huvudresultat från en nationell utvärdering2003In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, no 3, p. 30-34Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Eriksson, Charli
    et al.
    Örebro University, Department of Health Sciences.
    Gustavsson, Kjell
    Örebro University, Department of Education.
    Quennerstedt, Mikael
    Örebro University, Department of Health Sciences.
    Rudsberg, Karin
    Örebro University, Department of Health Sciences.
    Öhman, Marie
    Örebro University, Department of Health Sciences.
    Öijen, Lena
    Örebro University, Department of Education.
    A national evaluation of the school subject physical education and health: I. methodological approaches and challenges2003Conference paper (Other academic)
  • 23.
    Eriksson, Charli
    et al.
    Örebro University, Department of Health Sciences.
    Gustavsson, Kjell
    Örebro University, Department of Education.
    Quennerstedt, Mikael
    Örebro University, Department of Health Sciences.
    Rudsberg, Karin
    Örebro University, Department of Health Sciences.
    Öhman, Marie
    Örebro University, Department of Health Sciences.
    Öijen, Lena
    Örebro University, Department of Education.
    A national evaluation of the school subject physical education and health: II. on the importance of subject content and focus2003Conference paper (Other academic)
  • 24.
    Eriksson, Charli
    et al.
    Örebro University, Department of Health Sciences.
    Gustavsson, Kjell
    Örebro University, Department of Education.
    Quennerstedt, Mikael
    Örebro University, Department of Health Sciences.
    Rudsberg, Karin
    Örebro University, Department of Health Sciences.
    Öhman, Marie
    Örebro University, Department of Health Sciences.
    Öijen, Lena
    Örebro University, Department of Education.
    A national evaluation of the school subject physical education and health: III. ”More for boys than girls?”2003Conference paper (Other academic)
  • 25.
    Eriksson, Charli
    et al.
    Örebro University, School of Health and Medical Sciences.
    Gustavsson, Kjell
    Örebro University, Department of Education.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Rudsberg, Karin
    Örebro University, School of Health and Medical Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Öijen, Lena
    Örebro University, Department of Education.
    Idrott och hälsa – ämnesrapport NU-03.2005Report (Other (popular science, discussion, etc.))
  • 26.
    Eriksson, Charli
    et al.
    Örebro University, School of Health and Medical Sciences.
    Gustavsson, Kjell
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Rudsberg, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Öijen, Lena
    Physical education in Sweden2005Conference paper (Refereed)
  • 27.
    Eriksson, Charli
    et al.
    Örebro University, School of Health and Medical Sciences.
    Johansson, Therese
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Quennerstedt, Mikael
    Örebro University, Department of Health Sciences.
    Rudsberg, Karin
    Örebro University, Department of Health Sciences.
    Idrott och hälsa – mer för fysiskt aktiva pojkar än fysiskt inaktiva flickor?2003In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 12, no 3, p. 35-38Article in journal (Other (popular science, discussion, etc.))
  • 28.
    Eriksson, Charli
    et al.
    Örebro University, School of Health and Medical Sciences.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Idrott och hälsa: ett ämne för hälsa i rörelse!?2005In: Grundskolans ämnen i ljuset av nationella utvärderingen 2003: nuläge och framåtblickar, Stockholm: Skolverket , 2005, p. 177-195Chapter in book (Other academic)
  • 29.
    Eriksson, Charli
    et al.
    Örebro University, School of Health and Medical Sciences.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Physical education in Sweden2007Conference paper (Refereed)
  • 30. Geidne, Susanna
    et al.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Eriksson, Charli
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Rekommendationer för implementering av alkoholpolicyer i idrottsföreningar: resultat från en studie med åtta svenska fotbollsföreningar2012In: Folkhälsostämman 2012: folkhälsa för en hållbar framtid, Östersund: Statens folkhälsoinstitut , 2012, p. 38-38Conference paper (Other academic)
  • 31.
    Geidne, Susanna
    et al.
    Örebro University, School of Health and Medical Sciences.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Eriksson, Charli
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    The implementation process of alcohol policies in eight Swedish football clubs2013In: Health Education, ISSN 0965-4283, E-ISSN 1758-714X, Vol. 113, no 3, p. 196-215Article in journal (Refereed)
    Abstract [en]

    Purpose – Alcohol stands in an ambiguous relationship to sports, and there is a common belief that participation in sports prevents alcohol consumption. Although this is not always the case, sports clubs can be important settings for health promoting alcohol policy interventions .The purpose of this paper is to explore the process of implementing alcohol policies in eight football clubs in Sweden and, in particular, how the implementation process is conveyed in the clubs’ alcohol policy projects, the similarities and differences between this case study and Durlak and DuPre's implementation model and the recommendations for successful alcohol policy implementation in relation to the result.

    Design/methodology/approach – In total, 15 semi-structured interviews on the subject of sports’ club alcohol policies were conducted with project leaders and board members from eight sports clubs. The interviews were analysed using Durlak and DuPre's model of factors affecting implementation processes.

    Findings – The results show that almost all the factors in Durlak and DuPre's model were comprehensively manifested in the football clubs’ alcohol policy projects, although with slightly different significance and emphases.

    Practical implications – The results are discussed in relation to recommendations for successful alcohol policy implementation in sports clubs. Recommendations are presented in six areas: an explicit message; fit; internal policy dissemination; alcohol policy as a part of overall policy; support; and actors.

    Originality/value – Many sports clubs do an excellent job of implementing alcohol policies successfully and it is imperative to incorporate their “good” practices into research and provide assistance to those whose policies and practice are less developed.

  • 32.
    Geidne, Susanna
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Eriksson, Charli
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    The youth sports club as a health-promoting setting: an integrative review of research2013In: Scandinavian Journal of Public Health, ISSN 1403-4948, E-ISSN 1651-1905, Vol. 41, no 3, p. 269-283Article in journal (Refereed)
    Abstract [en]

    Aims: The aims of this review is to compile and identify key issues in international research about youth sports clubs as health-promoting settings, and then discuss the results of the review in terms of a framework for the youth sports club as a health-promoting setting.

    Methods: The framework guiding this review of research is the health-promoting settings approach introduced by the World Health Organization (WHO). The method used is the integrated review. Inclusion criteria were, first, that the studies concerned sports clubs for     young people, not professional clubs; second, that it be a question of voluntary participation in some sort of ongoing organized athletics outside of the regular school curricula; third, that the studies consider issues about youth sports clubs in terms of health-promoting settings as described by WHO. The final sample for the review consists of 44 publications.

    Results: The review shows that youth sports clubs have plentiful opportunities to be or become health-promoting settings; however this is not something that happens automatically. To do so, the club needs to include an emphasis on certain important elements in its strategies and daily practices. The youth sports club needs to be a supportive and healthy environment with activities designed for and adapted to the specific age-group or stage of development of the youth.

    Conclusions: To become a health-promoting setting, a youth sports club needs to take a comprehensive approach to its activities, aims,  and purposes.

  • 33.
    Gibbs, Beatrice
    et al.
    GIH, Stockholm, Sweden.
    Almqvist, Jonas
    Uppsala University, Uppsala, Sweden.
    Meckbach, Jane
    GIH,Stockholm, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    TV-spel som läromedel i idrott och hälsa?2012In: Idrott & hälsa : organ för Svenska idrottslärarföreningen, ISSN 1653-1124, Vol. 2, no 8, p. 11-14Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I projektet TV-spel som hälsofostran, som presenterades i nr 6 i Idrott och hälsa 2011, undersöks det lärande avseende kropp, fysisk aktivitet och hälsa som sker i ungdomars spelande av TV-spel som innefattar rörelse, så kallade exergames (Quennerstedt, Almqvist, Meckbach, & Öhman, 2011). I artikeln lyfte vi bland annat fram hur exergames i allt större utsträckning återfinns i flera länder (till exempel England, Kanada, Australien och USA) som intressanta redskap att använda i skolan, bland annat för att i utbildning stimulera barns och ungdomars vilja att vara fysiskt aktiva samt för att tackla överviktsfrågor. I samband med artikeln bifogades även en enkät i tidskriften som vände sig till lärare i idrott och hälsa i både grund- och gymnasieskolan. Enkäterna nådde med andra ord de som prenumererar på tidningen såsom idrottslärarstudenter och lärare i idrott och hälsa samt även de som tar del av tidningen vid samtliga grund- och gymnasieskolor i Sverige. Vi vill här samtidigt tacka alla lärare som tog sig tid att besvara enkäten.

    I denna artikel kommer vi som en uppföljning av våra analyser av enkätstudien att beskriva svenska lärares användning av TV-spel i idrott och hälsa samt de hinder och motiv som kan finnas med att använda spelen i undervisningen.

    Quennerstedt, M., Almqvist, J., Meckbach, J., & Öhman, M. (2011). Tv-spel som hälsofostran: om exergaming och ungdomars lärande om kropp, fysisk aktivitet och hälsa. Idrott och hälsa, 138 (6), pp. 34-35.

    Statistiska centralbyrån. (2012-10-27). Statistiska centralbyrån. From Register över pedagogisk personal: http://www.scb.se/Pages/Product____8480.aspx

     

  • 34.
    Gibbs, Beatrice
    et al.
    School of Health Sciences, Örebro University, Örebro, Sweden; The Swedish School of Sport and Health Sciences, GIH, Stockholm, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Larsson, Håkan
    The Swedish School of Sport and Health Sciences, GIH, Stockholm, Sweden.
    Teaching dance in physical education using exergames2017In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 23, no 2, p. 237-256Article in journal (Refereed)
    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.

  • 35.
    Goodyear, Victoria A.
    et al.
    School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, UK.
    Casey, Ashley
    School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK; Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland.
    Quennerstedt, Mikael
    Örebro University, School of Health Sciences.
    Social media as a tool for generating sustained and in-depth insights into sport and exercise practitioners’ ongoing practices2018In: Qualitative Research in Sport, Exercise and Health, ISSN 2159-676X, E-ISSN 2159-6778, Vol. 10, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to suggest and empirically illustrate how social media can be used to generate sustained and in-depth insights into sport and exercise practitioners’ ongoing practices. This is achieved by discussing the potential for social media in research designs and presenting an analysis of 6 physical education teachers’ and a researcher’s tweets during a six-year school-based continuous professional development programme. Through the use of empirical illustrations we suggest that social media promotes interflections i.e. an ongoing deliberation between practitioners and researchers facilitated by social media. The key contribution of this paper is the argument that social media offers researchers the opportunity to capture sustained and in-depth insights into practitioners and their practices and/or to examine longer-term impacts of programmes or interventions. The discussions are relevant to a range of practitioners within sport and exercise pedagogy, with teachers and teaching used as a representative example of this broad field.

  • 36.
    Goodyear, Victoria A.
    et al.
    School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, UK.
    Kerner, Charlotte
    Department of Life Sciences, Brunel University London, London, UK.
    Quennerstedt, Mikael
    Örebro University, School of Health Sciences.
    Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance.2017In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, p. 1-14Article in journal (Refereed)
    Abstract [en]

    An international evidence-base demonstrates that healthy lifestyle digital technologies, like exergames, health-related mobile applications (‘apps’) and wearable health devices are being used more and more within educational settings. Despite this, there is a lack of in-depth empirical evidence on young people’s experiences and uses of healthy lifestyle technologies. In this article we focus on young people’s uses of a wearable health device – Fitbit – and the associated health app. Informed by the work of Foucault, the purpose is to investigate the surveillance, self-surveillance and resistance that occur by young people. One hundred 13–14 years olds (53 females, 47 males), from five physical education classes in two UK schools participated. Data were generated through 8 focus group interviews, and the nominal interview group technique was applied. Data were analyzed using key concepts from Foucault’s theoretical framework. The results demonstrated that, the daily 10,000 step and calorie burning targets set by the Fitbit device encouraged the young people to do more physical activity. Increases in physical activity occurred because of the self-surveillant practices promoted by the Fitbit through; (i) the monitoring and recording of steps and calories burned, and (ii) peer comparison (or monitoring). Surveillance and self-surveillance practices, however, were clearly connected to health equating to fitness and being ‘fit’ or not being ‘fat’. These narrow interpretations of health, equally, underpinned resistance. Daily step and calorie burning targets, (i) did not sustain young people’s engagement with the device beyond a few weeks, (ii) promoted negative feelings, and (iii) the device was resisted because it did not record physical activity accurately as part of young people’s daily lives. In turn, the young people resisted the educational value of the Fitbit and demonstrated a sceptical stance toward introducing health devices in school and physical education settings.

  • 37.
    Hill, Robert
    et al.
    School of Human Movement and Nutrition Sciences, University of Queensland, Brisbane, Australia.
    Tinning, Richard
    School of Human Movement and Nutrition Sciences, University of Queensland, Brisbane, Australia.
    McCuaig, Louise
    School of Human Movement and Nutrition Sciences, University of Queensland, Brisbane, Australia.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Physical Activity and Sense of Coherence in Older Australians2016In: Journal of Aging and Physical Activity, ISSN 1063-8652, E-ISSN 1543-267X, Vol. 24, no Suppl., p. S111-S112Article in journal (Refereed)
    Abstract [en]

    Introduction: Aaron Antonovsky’s focus on the sources of health (‘salutogenesis’) and his related concept of ‘sense of coherence’ (SOC) have been studied and used widely in Scandinavia, North America, England, and some other countries, but not in Australia. Few papers on his ideas and their usefulness for studying older adult health have been published. Guided by Antonovsky’s theories, this study investigated the relationships between ‘sense of coherence’ (SOC), physical activity (PA), and health in 36 Australians 65 years of age and older.

    Methods: Participants were Brisbane residents, aged 65 to 93, who were free of severe memory problems and able to walk without the assistance of another person. They completed the SOC-13, an instrument created by Antonovsky, to measure levels of SOC, and participated in semi-structured interviews that were recorded and transcribed verbatim. Interview questions focused on how they had handled life difficulties during the most recent five-year period and then in their earlier lives. Participants also completed a survey asking for basic demographic information, diagnosis or treatment for chronic diseases, and their assessment of their overall health. Qualitative data were augmented by quantitative data from accelerometers that each participant wore for one week while keeping a diary of PA.

    Results: Participants with higher scores on the SOC-13 spoke more often and more enthusiastically about PA. They also engaged in more minutes of moderate-to-vigorous PA, averaged more steps per day, and reported fewer chronic disease problems than those with lower SOC scores. Several expectations that had been expressed by Antonovsky seemed to have been borne out by the results of this study.

    Conclusion: Antonovsky’s ideas and SOC-measurement tools can be useful for the study of health in Australians aged 65 years and over. Our finding that higher SOC levels seem to be related to engagement in positive health maintenance practices by older people supports conclusions of earlier studies. Since one such practice is PA, further research into the role of SOC may offer novel opportunities for interventions aimed at improving the health of this population.

  • 38.
    Kerner, Charlotte
    et al.
    Brunel University, London , UK.
    Quennerstedt, Mikael
    Örebro University, School of Health Sciences.
    Goodyear, Victoria A.
    University of Birmingham, Birmingham, UK.
    Young people oppose Fitbits in schools2017In: The Conversation, ISSN 2201-5639Article in journal (Other academic)
  • 39.
    Kirk, David
    et al.
    University of Strathclyde, Glasgow, UK.
    Hastie, Peter
    Auburn University, Auburn AL, USA.
    Macphail, Ann
    University of Limerick, Limerick, Ireland.
    O'Donovan, Toni
    University of Bedfordshire, Luton, UK.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Writing for publication in Physical education and sport pedagogy: reflections and advice from an editorial team2014In: Revista Brasileira de Ciências do Esporte, ISSN 0101-3289, E-ISSN 2179-3255, Vol. 36, no 4, p. 740-745Article in journal (Other academic)
    Abstract [en]

    The purpose of this article is to provide an introduction to the process of writing for

    publication in Physical Education and Sport Pedagogy, where three issues in particular are

    analyzed. The fi rst one explains how to write an article for an international scientifi c publication,

    drawing the attention that it must be in accordance to the aims and the scope of the journal

    and that instructions regarding structure should be followed, as well as articles must be clear in

    regard to theory, method, results, conclusions, summary and key words. The second issue is a

    step-by-step guide to the review process, which involves the editor´s fi rst decision, the decision

    to return the submission to the author or select two reviewers to revise the article; the feedback

    given by the reviewers to the editor, which decides and communicates the author; and, if the

    author must re-submission the article, the way how it happens. Last issue explains how Physical

    Education and Sport Pedagogy acts in regard to articles written in English as a foreign language.

  • 40.
    Kronlid, David O.
    et al.
    Uppsala universitet, Uppsala, Sverige.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Klimatförändrad hälsa: om hälsobegreppets betydelse för klimathälsoundervisning2010In: Klimatdidaktik: att undervisa för framtiden / [ed] David O. Kronlid, Stockholm: Liber , 2010, p. 58-80Chapter in book (Other academic)
  • 41.
    Larsson, Håkan
    et al.
    Gymnastik och idrottshögskolan (GIH), Stockholm, sverige.
    Annerstedt, Claes
    Göteborgs universitet, Göteborg, Sverige.
    Barker, Dean
    Göteborgs universitet, Göteborg, Sverige.
    Karlefors, Inger
    Umeå universitet, Umeå, Sverige.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Redelius, Karin
    Gymnastik och idrottshögskolan GIH, Stockholm, Sverige.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Physical education: a subject for learning?2014Conference paper (Refereed)
  • 42.
    Larsson, Håkan
    et al.
    GIH, Stockholm, Sweden.
    Lundvall, Suzanne
    GIH, Stockholm, Sweden.
    Meckbach, Jane
    Peterson, Tomas
    Malmö högskola, Malmö, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health Sciences.
    Forskarskolan i idrott och hälsas didaktik: praktiknära idrottsdidaktik2016In: Hur är det i praktiken?: Lärare utforskar ämnet idrott och hälsa / [ed] Håkan Larsson, Suzanne Lundvall, Jane Meckbach, Tomas Peterson, Mikael Quennerstedt, Stockholm: Gymnastik- och idrottshögskolan, GIH , 2016, p. 5-16Chapter in book (Other academic)
  • 43.
    Larsson, Håkan
    et al.
    Gymnastik- och idrottshögskolan, GIH, Stockholm, Sweden.
    Lundvall, SuzanneGymnastik- och idrottshögskolan, GIH, Stockholm, Sweden.Meckbach, JaneGymnastik- och idrottshögskolan, GIH, Stockholm, Sweden.Peterson, TomasMalmö Högskola, Malmö, Sweden.Quennerstedt, MikaelÖrebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Hur är det i praktiken?: Lärare utforskar ämnet idrott och hälsa2016Collection (editor) (Other academic)
    Abstract [sv]

    Vad ska elever lära sig i idrott och hälsa? Hur lägger man upp undervisning som stödjer alla elever i deras lärande? Hur kan lärare göra likvärdiga bedömningar av elevers kunskaper? Detta är några av de frågor som behandlas i denna bok. Boken sammanfattar den forskning som genomförts inom Forskarskolan i idrott och hälsas didaktik (FIHD). FIHD startade år 2011 som ett led i den statliga satsningen Lärarlyftet, där särskilda medel avsattes för genomförandet av forskarskolor för lärare och förskollärare. Deltagarna i FIHD är alla verksamma lärare i idrott och hälsa. I denna bok presenterar de översiktligt resultat och slutsatser från sina olika forskningsprojekt. Kapitlen behandlar aktuella teman som lärande, hälsa, etnicitet och genus samt betyg och bedömning i idrott och hälsa.

    Boken finns fritt tillgänglig på webben.

    Innehåll:

    • Forskarskolan i idrott och hälsas didaktik: praktiknära idrottsdidaktik
    • Träffar vi alltid rätt? Elevers lärande i idrott och hälsa / Andreas Jacobsson
    • Elevers förståelse av hälsa i idrott och hälsa / Annika Ahlberg
    • Är grönsaker alltid hälsosamt? / Magnus Brolin
    • Hitta lätt – så blir det rätt! / Kerstin Nilsson
    • Dansspel som läromedel / Béatrice Gibbs
    • Dokumentation i idrott och hälsa – en omöjlig ekvation? / Rickard Håkanson
    • Passar jag in? Nyanlända ungas möte med idrott och hälsa / Åke Huitfeldt
    • Att göra tudelning – idrott och hälsa i åk 1 ur ett genusperspektiv / Inga Oliynyk
    • Bedömning för lärande (BFL) i ämnet idrott och hälsa / Björn Tolgfors
    • Vad är ”kroppslig förmåga”? Om behovet av ett yrkesspråk i idrott och hälsa / Jenny Kroon
    • Betygsättning – ett (o)möjligt uppdrag? / Izabela Seger
  • 44.
    Larsson, Håkan
    et al.
    Gymnastik- och idrottshögskolan (GIH), Stockholm, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health Sciences.
    Same, same but different: (Re) understanding the place of context in Physical Education practice2016In: Recherches & Éducations, E-ISSN 1760-7760, Vol. 15, p. 65-83Article in journal (Refereed)
    Abstract [en]

    In order to understand and discuss differences in Physical Education (PE) cultures between countries as well as between schools and activities, it is important to take contextual aspects of the didactical situation into account. This paper takes its starting point in a Swedish didactics of physical education research tradition and shows how a combination of Bourdieu's logic of practice and Dewey's idea of ends-in-view is used to take the similarities and differences in PE cultures into account without ignoring individual and social aspects of learning. The paper illustrates the approach using Swedish PE as an example to show how what appears to look the same can be understood and discussed as something quite different.

  • 45.
    Larsson, Håkan
    et al.
    The Swedish School of Sport and Health Sciences, Stockholm, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Understanding movement: a sociocultural approach to exploring moving humans2012In: Quest (National Association for Physical Education in Higher Education), ISSN 0033-6297, E-ISSN 1543-2750, Vol. 64, no 4, p. 283-298Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to outline a sociocultural way of exploring human movement. Our ambition is to develop an analytical framework where moving humans are explored in terms of what it means to move as movements are performed by somebody, for a certain purpose, and in a certain situation. We find this approach in poststructural theorizing, primarily in the work of scholars who emphasize the materiality of the sign, and the performative function of discourse. We will use this approach to engage with motor development, motor ability testing of children, and the results deriving from such practices. In addition, we engage in a critical discussion of some current attempts to complement biomechanical, medical, and psychological ways of understanding movement with phenomenological and sociocultural perspectives. We conclude by stressing the importance of exploring what it could mean to move in an endless range of moves (and bodies and identities).

  • 46. Larsson, Håkan
    et al.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Zooming in on PE-practice with the help of Bourdieu and Dewey2016Conference paper (Refereed)
    Abstract [en]

    Research exploring school physical education (PE) reveal that much of what is happening in the gym is universally the same regardless of country. These studies show that PE is much about what Kirk (2010) calls PE-as-sport-techniques and to some extent fitness training. Teachers teach much in the same way, it is much of the same discussions of sport and fitness, and the activities that dominate are ball-games, gymnastics, track and field, fitness exercises, games, play and to some extent dance.

    However, to a large extent these studies are conducted from perspectives where the analytical gaze is about ‘zooming out’, i.e. where action is seen to represent overall structures. In other words PE-practice looks pretty much the same from a distance. At the same time at least we, when we look at PE-practice in Sweden, feel that what might look the same could, if we base our analysis on perspectives where the analytical gaze is ‘zooming in’ on the practice, it is possible to see particularities that are related to different contexts (cf. Larsson & Karlefors, 2015). So instead of discussing PE-practice in terms of universal discourses of fitness or sport we will in this presentation introduce a way to explore and understand the place of context in PE from perspective where zooming in on the practice is key. In this way, the context is always in the process of becoming the context it is in the on-going practices of in this case PE.

    The presentation takes its starting point in a Swedish didactics of physical education research tradition and shows how a combination of Bourdieu's logics of practice and Dewey's idea of ends-in-view can be used to take similarities and differences in PE-cultures into account without disregarding issues of individual and social aspects of learning. We will also illustrate the approach using data from Swedish PE in terms of (i) Doing sports: learning sport techniques or ‘trying out physical activities’, (ii) Hegemonic masculinity: rampant or benevolent, and (iii) Fitness testing: monitoring fitness or trying and experiencing different tests. In this way we show how things that seemingly can look the same also can be understood and discussed as something different.

  • 47.
    Larsson, Håkan
    et al.
    Gymnastik- och idrottshögskolan (GIH), Stockholm, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health Sciences.
    Caldeborg, Annica
    Örebro University, School of Health Sciences.
    Janemalm, Lucas
    Örebro University, School of Health Sciences.
    Ridderlund, Sara
    Gymnastik- och idrottshögskolan (GIH), Stockholm, Sweden.
    Segolsson, Joakim
    Örebro University, School of Health Sciences.
    Vesterlund, Sabina
    Gymnastik- och idrottshögskolan (GIH), Stockholm, Sweden.
    Barker, Dean
    Gothenburgh university, Gothenburg, Sweden.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan (GIH), Stockholm, Sweden.
    Meckbach, Jane
    Gymnastik- och idrottshögskolan (GIH), Stockholm, Sweden.
    Öhman, Marie
    Örebro University, School of Health Sciences.
    Teachers as researchers investigating their PE practice!2017Conference paper (Refereed)
  • 48.
    Larsson, Håkan
    et al.
    GIH, Stockholm, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health Sciences.
    Lundvall, Suzanne
    GIH, Stockholm, Sweden.
    Nyberg, Gunn
    Högskolan Dalarna, Falun, Sweden.
    Barker, Dean
    Gothenburgh university, Gothenburg, Sweden.
    Normkritisk idrottsundervisning2016In: SVEBI-konferens 2016, 2016Conference paper (Other (popular science, discussion, etc.))
  • 49.
    Larsson, Håkan
    et al.
    GIH Swedish Sch Sport & Hlth Sci, Stockholm, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Heterotopias in physical education: towards a queer pedagogy?2014In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 26, no 2, p. 135-150Article in journal (Refereed)
    Abstract [en]

    This article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary PE class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as a heterotopia, according to Michel Foucault a 'counter-site' enabling the resistance to authority, where the production of normalcy was challenged. Furthermore, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy.

  • 50.
    Larsson, Håkan
    et al.
    GIH, Stockholm,Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Normkritisk undervisning i idrott och hälsa?: Ett queert fall2012In: SVEBIs forskningskonferens, Perspektiv på idrottens prestationssystem: från debut till avslut, 2012, p. 1-10Conference paper (Refereed)
    Abstract [sv]

    Introduktion: Studier pekar på att stabila könsmönster dominerar undervisningen i idrott och hälsa (se t ex Brown, 2005; Paechter, 2003). Under det senaste decenniet har vidare ett antal studier om heteronormativitet i ämnet presenterats (Clarke, 2006; Hunter, 2004; Larsson, m fl, 2011a). Larsson, m fl (2011b) hävdar att heteronormer bidrar till att reproducera könsmönstren, inte minst genom att låsa fast elevers kroppar och handlingar vid förment heterosexuella identiteter. Detta fastlåsande hänger delvis samman med idrottslärares benägenhet att vilja ”anpassa” undervisningen efter kön (Larsson, m fl 2010). Sådan ”anpassning” sker alltid i förhållande till ett försanthållande (norm) och bidrar på så vis till reproduktionen av könsmönstren. Med utgångspunkt hos den amerikanske pedagogen Kevin Kumashiro (2004) föreslår Larsson, m fl (2011b) att lärare i idrott och hälsa, istället för att ”anpassa” undervisningen efter kön, ska undervisa paradoxalt (teaching paradoxically) för att utmana könsmönstren. Hittills har det emellertid varit svårt att i litteraturen identifiera vad denna paradoxala undervisning skulle kunna bestå i. Inom ramen för projektet ”Idrott och hälsa – ett ämne för lärande?” utspelades emellertid en lektionssekvens som kan betraktas som en så kallad heterotopi, en plats i rummet där dominerande normer utmanas.

    Syfte & teoretisk ram: Syftet med presentationen är att visa en analys av denna heterotopi, detta tillfälle i undervisningen där heteronormer utmanas, avseende dess möjlighetsvillkor. I förlängningen är ambitionen att, utifrån analysen, diskutera normkritisk undervisning i idrott och hälsa i termer av hur kan man undervisa paradoxalt i idrott och hälsa?

    Den teoretiska referensramen formas i mötet mellan normkritisk pedagogik (att undervisa paradoxalt) och sociokulturell lärandeteori (se t ex Säljö, 2000). Analytiskt riktas fokus mot heterotopins möjlighetsvillkor, framför allt avseende det sociala sammanhang vari den uppstår (inklusive den aktivitet som står på schemat) samt de normkritiska resurser som lärare och elever ger uttryck för.

    Metod: Empirin består av videofilmer av lektioner samt intervjuer med lärare och elever där delar av intervjun kretsar kring filmsnuttar av ”didaktiska ögonblick” (Quennerstedt, m fl, pågående; se även Rønholt, 2002). I presentationen används videofilmer av två lektioner som innehåller undervisning i dans (schottis), där samtal mellan elever och mellan elever och lärare hörs. I intervjuerna med läraren och tre elever som deltog på lektionen ägnas särskild uppmärksamhet åt en situation i samband med dansen, där en elev ifrågasätter tvåkönad dans med hänvisning till sexuell läggning: ”Jag kanske är lesbisk”. När läraren blir uppmärksam på sitt försanthållande att man ”ska” dansa schottis i tvåkönade par, utbrister han: ”Det är min heteronormativitet som spökar.”

    Resultat: Av den preliminära analysen framgår att danslektionen erbjuder tillfällen av tydlig heteronormativitet (dans pojke-flicka) som eleverna kan utmana. För att utmana normerna använder sig flickan i exemplet av en argumentationsteknik som ingått i undervisningen i ett annat av skolans ämnen (SO) samt uppmaningar från lärare på utvecklingssamtal att hon ska ”ta för sig mer” i diskussioner i skolan. Läraren förstår situationen utifrån ett begrepp – heteronormativitet – som han tillsammans med klassen har fördjupat sig i under lektioner i ytterligare ett annat ämne (NO).

    Diskussion: Vi menar att fallet pekar ut en väg som kan utvecklas mot en normkritisk pedagogik i idrott och hälsa. Se till att skapa situationer där heteronormerna är så tydliga att de blir lättillgängliga för eleverna, utrusta eleverna med redskap för att utmana normerna, utrusta lärarna med redskap för att skapa potentiellt queera situationer samt för att förvalta elevernas utmaningar av heteronormativiteten. Detta kan vara att undervisa paradoxalt.

1234 1 - 50 of 151
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf