Lärande av rörelseförmåga i idrott och hälsa ur ett praktikutvecklande perspektiv
Movement capability. Development of teaching practice in physical education and health
The aim of this investigation was to explore how the connections between teaching and learning about movement capability in the school subject physical education and health can be developed and transferred through research in practice development. Three research questions guided the investigation (1) What areas regarding teaching of movement capability in the school subject physical education and health have been studied in relation to teachers’ teaching assignment? (2) What necessary prerequisites are required to systematize and transfer research in practice development on movement capability between educational contexts? (3) What linkages are made visible between the treatment of learning content, the teaching design and students’ learning through variation in lesson design? Cultural-historical perspective and variation theory were used as frameworks and the methodology, mixed method research. The empirical data consists of published articles, video-observed lessons, recorded meetings with teachers and students, pre- and post-tests. The findings position the thesis in a guided teaching perspective. Moreover, findings show how the connection between teaching and learning about movement capability systematically can be developed and transferred between teaching contexts through iterative processes with revised lessons based on students’ knowledge. By the use of variation theory, understanding of the meaning of movement capability became more nuanced and itemized. The results also illustrate how the collaboration between teachers and researchers generated development of science-based teaching of movement capability.
Parts of work
I. Barker, D., Bergentoft, H., & Nyberg, G. (2017). What would physical educators know about movement education? Quest, 69(4), ss. 419-435. ::doi::10.1080/00336297.2016.1268180II. Holmqvist Olander, M., Bergentoft, H., & Selin, P. (2018). Teacher researchers creating communities of research practices. Teacher Development, 22(2), ss. 191-209. ::doi::10.1080/13664530.2017.1385517III. Bergentoft, H. (2015). Teachers’ learning: Interventions based on previous teaching experiences. I: Dawn Garbett & Alan Ovens (Red.), Teaching for Tomorrow Today (ss. 229-236). Auckland: Edify Ltd. ISBN 9780473329068IV. Holmqvist Olander, M., & Bergentoft, H. (2014). Theoretical based instruction - a key to powerful improvements when learning to regulate body tension in an upper secondary school. International Journal for Lesson and Learning Studies, 3(1), ss. 24-45. ::doi::10.1108/IJLLS-03-2013-0014V. Bergentoft, H. (2018). Running - a way to increase body awareness in secondary school Physical Education. European Physical Education Review, ss. 1-19. ::doi::10.1177/1356336X18814035
Doctor of Philosophy
Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Department of Food and Nutrition, and Sport Science ; Institutionen för kost- och idrottsvetenskap
Fredagen den 17 maj 2019, kl. 13.00, Göteborgs universitet, Pedagogen, Hus c, Margareta Huitfeldts auditorium.
Date of defence
physical education and health
Gothenburg Studies in Educational Sciences
CUL Forskarskolan i utbildningsvetenskap