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  • 1.
    Maivorsdotter, Ninitha
    Örebro University, School of Health and Medical Sciences.
    Idrottsutövandets estetik: en narrativ studie om meningsskapande och lärande2012Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall interest of this thesis is to explore aesthetic experience in sport and its significance for learning in sport. The main purpose is to contribute to a theoretical and methodological development of studies relating to learning in sport. The exploration is undertaken within the field of pragmatism using the works of John Dewey and Ludwig Wittgenstein. The exploration consists of four case studies, consisting mainly of narrative analyses of people’s written stories of participating in different sporting activities. A practical epistemology analysis (PEA) with a focus on aesthetic experience is used in three of the studies. The theoretical contribution comprises exploring learning in sport as something that is connected to emotions and perceptions, where other elements of experience, such as the social, cultural, historical, physical and mental aspects, are also important. Examining learning in the light of aesthetic experience contributes to an examination of emotion s and perceptions as integral parts of sport, without reducing learning to only consisting of emotions and perceptions. The results of the study also contribute to the possibility of exploring values in sport-related learning and shed light on the importance of habits (feelings of familiarity) when learning sport. How people ‘bodying’ the world aesthetically as part of their participation in sport has also been shown in one of the studies. The methodological contributions of the thesis consist of the development of PEA to include the examination of written texts. Furthermore, one of the studies includes the development of aesthetic events as a tool for exploring aesthetic experience in sport. Finally, a methodological contribution is made by using PEA to examine sport, since in the past PEA has only been used in studies in science education.

    List of papers
    1. Aesthetic experience as an aspect of embodied learning: stories from physical education student teachers
    Open this publication in new window or tab >>Aesthetic experience as an aspect of embodied learning: stories from physical education student teachers
    2009 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 14, no 3, p. 265-279Article in journal (Refereed) Published
    Abstract [en]

    In this article we explore aesthetic experience as an aspect of embodied learning with focus on the moving body. Our theoretical framework is mainly based on the work of John Dewey. In the first part of the article we identify our understanding of central concepts and draw some lines to their implication for physical education (PE). In the second part we then use the theoretical framework in an empirical study inspired by the tradition of pragmatism. The aim is to study how physical education student teachers (PETE students) feel when participating in ball game, and how their feelings are related to the moving activity. Empirical data were mainly generated through observations from two ball game lessons and stories written by 16 PETE students. All stories were subjected to a categorical analysis of content. After analysing the empirical material, four categories emerged built on two pair of words: familiar or unfamiliar, and pleased or displeased. In the discussing section of this article, we put forward that moving activities in PE often are regarded as being technical or instrumental. By using an aesthetic perspective on embodied learning, however, we can go beyond that impression and show other dimensions of participation in ball game. It may become an important shift from exploring performance only to studying learning connected to feelings.

    Place, publisher, year, edition, pages
    London: Routledge, 2009
    Keywords
    Bodily learning; Embodied learning; Aesthetic experience; Physical education; Teacher education; Stories
    National Category
    Social Sciences Interdisciplinary Sport and Fitness Sciences
    Research subject
    Sports Science
    Identifiers
    urn:nbn:se:oru:diva-8778 (URN)10.1080/13573320903037622 (DOI)000267668100001 ()2-s2.0-70349884336 (Scopus ID)
    Available from: 2009-12-15 Created: 2009-12-15 Last updated: 2018-01-12Bibliographically approved
    2. Skating in a life context: examining the significance of aesthetic experience in sport using practical epistemology analysis
    Open this publication in new window or tab >>Skating in a life context: examining the significance of aesthetic experience in sport using practical epistemology analysis
    2011 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 16, no 5, p. 613-628Article in journal (Refereed) Published
    Abstract [en]

    The purpose of this article is to suggest and illustrate a methodological approach for studies of learning in physical education (PE) and sport pedagogy in order to investigate and clarify the relation between how people learn and the settings or context in which they learn. Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with a focus on aesthetic judgements is suggested as a way of developing a valuable approach for investigating situated learning. The approach is illustrated by an analysis of a biographical story written by the English author Jenny Diski. As can be seen from the illustration, the significance of aesthetic experience for learning is visible when an author tells us about skating as a child. By using PEA to examine aesthetic experience-operationalised through the aesthetic judgements the author includes in the story-we can shed light on the relation between the skater and the situation in which skating takes place. The fact that aesthetic judgements are used by the author normatively to decide what is to be included and excluded in skating, and also that aesthetic judgements are used to make relations between the skater and her life as a whole, facilitates an exploration of the relation between the sports learner and the life situation in which learning is situated.

    National Category
    Sport and Fitness Sciences
    Research subject
    Sports Science
    Identifiers
    urn:nbn:se:oru:diva-18799 (URN)10.1080/13573322.2011.601141 (DOI)000294206900004 ()
    Available from: 2011-09-29 Created: 2011-09-29 Last updated: 2017-12-08Bibliographically approved
    3. The competent athlete: making sense of performance and masculinity in physical education teacher education
    Open this publication in new window or tab >>The competent athlete: making sense of performance and masculinity in physical education teacher education
    (English)Manuscript (preprint) (Other academic)
    National Category
    Sport and Fitness Sciences Didactics
    Research subject
    Sports Science
    Identifiers
    urn:nbn:se:oru:diva-21289 (URN)
    Available from: 2012-01-24 Created: 2012-01-24 Last updated: 2017-10-17Bibliographically approved
    4. The act of running: a practical epistemology analysis of aesthetic experience in sport
    Open this publication in new window or tab >>The act of running: a practical epistemology analysis of aesthetic experience in sport
    (English)Manuscript (preprint) (Other academic)
    National Category
    Sport and Fitness Sciences Didactics
    Research subject
    Sports Science
    Identifiers
    urn:nbn:se:oru:diva-21290 (URN)
    Available from: 2012-01-24 Created: 2012-01-24 Last updated: 2017-10-17Bibliographically approved
  • 2.
    Maivorsdotter, Ninitha
    Örebro University, School of Health and Medical Sciences.
    The competent athlete: making sense of performance and masculinity in physical education teacher educationManuscript (preprint) (Other academic)
  • 3.
    Maivorsdotter, Ninitha
    et al.
    Örebro University, School of Health and Medical Sciences.
    Lundvall, Suzanne
    Gymnastik och idrottshögskolan, Stockholm.
    Aesthetic experience as an aspect of embodied learning: stories from physical education student teachers2009In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 14, no 3, p. 265-279Article in journal (Refereed)
    Abstract [en]

    In this article we explore aesthetic experience as an aspect of embodied learning with focus on the moving body. Our theoretical framework is mainly based on the work of John Dewey. In the first part of the article we identify our understanding of central concepts and draw some lines to their implication for physical education (PE). In the second part we then use the theoretical framework in an empirical study inspired by the tradition of pragmatism. The aim is to study how physical education student teachers (PETE students) feel when participating in ball game, and how their feelings are related to the moving activity. Empirical data were mainly generated through observations from two ball game lessons and stories written by 16 PETE students. All stories were subjected to a categorical analysis of content. After analysing the empirical material, four categories emerged built on two pair of words: familiar or unfamiliar, and pleased or displeased. In the discussing section of this article, we put forward that moving activities in PE often are regarded as being technical or instrumental. By using an aesthetic perspective on embodied learning, however, we can go beyond that impression and show other dimensions of participation in ball game. It may become an important shift from exploring performance only to studying learning connected to feelings.

  • 4.
    Maivorsdotter, Ninitha
    et al.
    University of Skövde, Skövde, Sweden.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, Stockholm, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Being a competent athlete or a competent teacher?: Aestetic experiences in physical education teacher education2014In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 20, no 3, p. 407-422Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore physical education teacher education students’ meaningmaking of participating in lessons – in this case gymnastics and basketball – based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students’ written stories. A practical epistemology analysis was used in order to explore the students’ meaning-making in-depth. The purposes that the students ascribed to participating in the lessons were to develop both as athletes and as teachers. When analysing the stories, the importance of being a competent athlete emerged as the main purpose of participating in the lessons, and the majority of the students never included the purpose of developing as a teacher in their stories at all. By making the competent athlete the centre of their participation, other positions of participation were excluded or marginalized. However, even if all the students’ stories contribute to the collective appropriation of the type, the majority did not include the projected, ideal type in all respects. In their stories, it was clear that many of the students expressed a tension between doing gymnastics or basketball within the context of competitive sport and doing the same activities within the context of physical education teacher education. Even if the students did not fulfil this awareness of contrasting ideals by undoing ‘the competent athlete’ completely, many of them did highlight the conflict.

  • 5.
    Maivorsdotter, Ninitha
    et al.
    Örebro University, School of Health and Medical Sciences.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    The act of running: a practical epistemology analysis of aesthetic experience in sportManuscript (preprint) (Other academic)
  • 6.
    Maivorsdotter, Ninitha
    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.
    The act of running: a practical epistemology analysis of aesthetic experience in sport2012In: Qualitative Research in Sport, Exercise and Health, ISSN 2159-676X, E-ISSN 2159-6778, Vol. 4, no 3, p. 362-381Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore aesthetic experiences in sport and how people – in this case a marathon runner – are ‘bodying’ the world aesthetically as part of their participation in sport. Aesthetic experiences in sport are mostly lived through the senses of the body, and even if there is a need to focus on people making sense of bodily movements, there is still the problem of transforming bodily movements and aesthetic experiences into words. In order to try to bridge this gap we suggest that a professional author could have tools for fruitfully articulation of non-linguistic aspects of corporeal existence in words. We therefore use a memoir What I talk about when I talk about running, written by the author and marathon runner Haruki Murakami, as empirical data in order to explore aesthetic experiences in sport through narratives of what we term aesthetic events. Using a practical epistemology analysis (PEA), a tool developed for analyzing meaning making and learning, the study shows that aesthetic experiences during the act of running involve different ways of ‘bodying’ the world in transaction. The major theme is moving and the importance of keeping moving and the two minor themes are moving across a race and moving along the continuum of physical capacity. The study shows how aesthetic experiences play a part of meaning-making and in fulfilling the purposes of running. The study accordingly contributes to a discussion about meaning-making in sport in a non-dualistic manner where emotional aspects of experiences can be taken into account.

  • 7.
    Maivorsdotter, Ninitha
    et al.
    Örebro University, School of Health and Medical Sciences.
    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.
    Students’ Aesthetic Experiences of Playing Exergames: A Practical Epistemology Analysis of Learning2015In: International Journal of Games Based Learning, ISSN 2155-6849, E-ISSN 2155-6857, Vol. 5, no 3, p. 11-24Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore Swedish junior high school students meaning-making of participating in exergaming in school based on their aesthetic judgments during game play. A transactional approach, drawing on the work of John Dewey, was used in the study and the data consisted of video- and audio recordings of ongoing video gaming. A practical epistemology analysis (PEA) was used in order to explore the students’ meaning-making in depth. When analyzing the data, the importance of performing well in relation to the challenges the game offers; developing techniques suitable for the game; and interacting socially with one’s peers emerged as main themes in the students’ meaning-making and learning. It was clear that the students’ taste for gaming played a crucial role in how they proceeded in the activity and that meaningful gaming included an intrinsic combination of pleasure and displeasure. 

  • 8.
    Maivorsdotter, Ninitha
    et al.
    Örebro University, School of Health and Medical Sciences.
    Wickman, Per-Olof
    Skating in a life context: examining the significance of aesthetic experience in sport using practical epistemology analysis2011In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 16, no 5, p. 613-628Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to suggest and illustrate a methodological approach for studies of learning in physical education (PE) and sport pedagogy in order to investigate and clarify the relation between how people learn and the settings or context in which they learn. Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with a focus on aesthetic judgements is suggested as a way of developing a valuable approach for investigating situated learning. The approach is illustrated by an analysis of a biographical story written by the English author Jenny Diski. As can be seen from the illustration, the significance of aesthetic experience for learning is visible when an author tells us about skating as a child. By using PEA to examine aesthetic experience-operationalised through the aesthetic judgements the author includes in the story-we can shed light on the relation between the skater and the situation in which skating takes place. The fact that aesthetic judgements are used by the author normatively to decide what is to be included and excluded in skating, and also that aesthetic judgements are used to make relations between the skater and her life as a whole, facilitates an exploration of the relation between the sports learner and the life situation in which learning is situated.

  • 9.
    Maivorsdotter, Ninitha
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Young people’s aesthetic experience of playing Wii2014Conference paper (Refereed)
    Abstract [en]

    Recently, scholars in physical education have begun to explore how young people experience exergames. The research is often undertaken in the light of increasing public health problem among young people. The purpose of this study was to investigate students’ experiences when playing the exergame Wii in an educational context. Questions that have guided the analysis were: (1) Which meanings do the students make when playing Wii exergames? (2) How are aesthetic experiences in terms of likes and dislikes used in this meaning-making process?

    Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with focus on aesthetic judgments was used as approach in order to investigate situated learning.

    The empirical data consists of video recordings of two groups of 15 year olds (3 boys and 3 girls) playing different exergames once a week for ten weeks.

    When analyzing the data three themes emerged as essential to students’ meaning-making. The major theme was to interact socially with their peers, and the two minor themes were to participate in a struggle and to develop technical skills suitable for the game. By analyzing the aesthetic judgments used by the students during gaming it was clear that participating could not be reduced as just being “fun”, instead the students showed feelings ranging from enjoyment, engagement, isolation to frustration. Conclusions: To understand the healthy aspects of exergaming we must broaden the definition of health, not to only interpret health in terms of physiological benefit, but as psychological and sociological benefit as well. It is also clear that the understanding of “fun” must be problematized. It is not appropriated to only understand young people’s gaming in terms of enjoyment, but as a complex social interaction were young people form their identity in relation to the social situation as well as the game. 

  • 10.
    Quennerstedt, Mikael
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Almqvist, Jonas
    Uppsala University, Uppsala, Sweden.
    Gibbs, Beatrice
    The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden.
    Maivorsdotter, Ninitha
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Meckbach, Jane
    The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Learning and active video gaming in school2014Conference paper (Refereed)
    Abstract [en]

    Video- and computer games are an important part of youth culture, criticised in terms of sedentary lifestyles as well as held forth as an important competence for the future in terms of IT-competence. A certain type of videogames, so called exergames, is now put forward as interesting tools in schools since they combine IT-technology and physical activity.

    In this symposium we will present results from a four-year study with the aim to investigate the learning regarding the body, physical activity and health that take place in young peoples playing of exergames.

    The project has first investigated if teachers use videogames in health- and physical education as well as explored the arguments for doing that. Secondly, the content offered in the games regarding the body, physical activity and health has been explored in game manuals and in the game-play content. Thirdly, and in focus for this symposium, the project has explored what young people learn playing videogames and how this learning occurs. The study has been carried out through video- and audio recordings of on-going video gaming both during physical education lessons in Sweden, and when small groups of youth have played the games once a week during ten weeks.

    The analysis have focused on spoken as well as embodied actions appearing in young peoples playing of different exergames. In the symposium results will be presented and discussed in relation to (i) How images of health and the human body is taught by using exergames in school, (ii) Young people’s aesthetic experiences of playing exergames, (iii) How exergames are used to teach dance in PE, and (iv) How Laban Movement Analysis can be used to understand the learning of movement qualities in game-play.

  • 11.
    Quennerstedt, Mikael
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Almqvist, Jonas
    Uppsala universitet, Uppsala, Sweden.
    Gibbs, Beatrice
    Gymnastik- och idrottshögskolan, Stockholm, Sweden.
    Maivorsdotter, Ninitha
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Meckbach, Jane
    Gymnastik- och idrottshögskolan, Stockholm, Sweden.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    LEXIS: Learning and Exergames in School2013Conference paper (Other academic)
    Abstract [sv]

    Forskning framhåller ofta att ungdomar blir fysiskt inaktiva och överviktiga av att de spelar för mycket dator- och TV-spel. Samtidigt är datorer en viktig källa till kunskap, och IT-kompetens ses som en nödvändig kunskap i framtiden. Mitt i denna paradox introduceras ett nytt sorts datorspel där fysisk aktivitet utgör det centrala inslaget, och inte enbart stillasittande framför en skärm. Dessa spel, så kallade ’exergames’ är spel där kroppsrörelse ingår genom användandet av balansplattor, ’step-up bänkar’, motionscyklar, dansmattor eller att en fjärrkontrollen används som racket vid exempelvis tennisspelande.

    Exergames lyfts nu i allt större utsträckning fram i flera länder som ett potentiellt läromedel i skolan, bl a för att i utbildning stimulera barns och ungas vilja att vara fysiskt aktiva, samt för att tackla överviktsfrågor. Inte minst har de lyfts fram som intressant i framtidens skolämne idrott och hälsa.

    De problem som lyfts fram i debatten med användandet av exergames i skolan är främst av teknisk eller ekonomisk art, dvs att det är dyrt att köpa in eller att teknik lätt går sönder. På intet sätt syns en diskussion om vad införande av exergames i skolan innebär för elevers kunskaper och lärande, utan de framhålls istället som ett modernt sätt att motionera. Frågan om hur och till vad exergaming kan användas i undervisningen görs därmed främst till en fysiologisk fråga om energiförbrukning snarare än en fråga om utbildning, kunskaper och lärande.

    Projektet LEXIS – Learning and EXergames In School – består av flera delstudier som undersöker användandet av exergames som läromedel i skolan. I projektet riktas blicken mot vad ungdomarna lär sig när de spelar TV-spelen samt hur detta lärande sker. I projektet studerar vi därmed samspelet mellan ungdomars erfarenheter, de sociala relationerna mellan deltagarna samt mellan deltagarna och det innehåll som spelet erbjuder.

    Vid presentationen på konferensen kommer vi att presentera, diskutera och problematisera det lärande avseende kropp, rörelse, fysisk aktivitet och hälsa som sker i ungdomars spelande av exergames i olika undervisningssituationer. Vi kommer också presentera en processtudie från en skola där dansspel har använts som läromedel och där skapandet av danser i grupp samt användandet av olika rörelsekvaliteter i dans står i fokus.

  • 12.
    Quennerstedt, Mikael
    et al.
    Örebro University, School of Health and Medical Sciences.
    Burrows, Lisette
    University of Otago, Dunedin, New Zealand.
    Maivorsdotter, Ninitha
    Örebro University, School of Health and Medical Sciences.
    From teaching young people to be healthy to learning health2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 2, p. 97-112Article in journal (Refereed)
  • 13.
    Quennerstedt, Mikael
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Meckbach, Jane
    Gymnastik och idrottshögskolan, Stockholm, Sverige.
    Almqvist, Jonas
    Uppsala universitet, Uppsala, Sverige.
    Maivorsdotter, Ninitha
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. Högskolan i Skövde, Skövde, Sverige.
    Gibbs, Beatrice
    Örebro University. Gymnastik och idrottshögskolan, Stockholm, Sverige.
    Nyberg, Gunn
    Högskolan Dalarna, Falun, Sverige.
    Bäckström, Åsa
    Gymnastik och idrottshögskolan, Stockholm, Sverige.
    TV-spel som hälsofostran?2015In: Resultatdialog 2015 / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2015, p. 183-194Chapter in book (Other academic)
1 - 13 of 13
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