Journal for Research in Arts and Sports Education最新文献

{"title":"Newly Graduated Physical Education Teachers’ Experiences of and Readiness for Professional Practice: A Scoping Review","authors":"Ingrid Birkelund, Per Midthaugen, J. Borgen","doi":"10.23865/jased.v8.5846","DOIUrl":"https://doi.org/10.23865/jased.v8.5846","url":null,"abstract":"This scoping review examines previously published research on newly graduated physical education (PE) teachers in an effort to describe the scope and types of the empirical studies, perspectives and understandings concerning this population’s experiences of and readiness for the performative and organisational aspects of professional practice. Following an initial review of 71 studies, a total of 16 published studies were found to be eligible for inclusion in the review. A five-step qualitative content analysis then identified the important features of the data related to the stated aim of the review. Prior studies determined newly graduated PE teachers to be qualified in their field, although their professional practice depends on other people’s participation and cooperation within the school environment. A problem-oriented trend was observed in the research data when newly graduated PE teachers were asked to elaborate on their experiences. Moreover, a knowledge gapwas identified in terms of newly graduated PE teachers and their varied experiences of the inductionphase of their professional practice.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"7 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140234770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uaktsomhet i kroppsøving: En kritisk diskursanalyse av rettsavgjørelser","authors":"Lise Porsanger, André Horgen, Petter Erik Leirhaug","doi":"10.23865/jased.v8.5835","DOIUrl":"https://doi.org/10.23865/jased.v8.5835","url":null,"abstract":"Denne studien er designet som en dokumentanalyse. Artikkelen undersøker hvordan uaktsomhet konstrueres i rettsavgjørelser hvor læreres handlinger i kroppsøving er vurdert som uaktsomme. Domstolene representerer den dømmende makten i Norge, og i erstatningssaker vurderer domstolene hvorvidt noen har skyldansvar for en annens skade. Norman Faircloughs kritiske diskursanalyse er det utvalgte metodologiske rammeverket som benyttes til å ramme inn studien og analysere rettsavgjørelsene. Artikkelen retter oppmerksomheten mot diskurser som konstruerer uaktsomhet i domstolenes begrunnelser. Resultatene viser at rettsavgjørelsene bæres av en juridisk genre, som trekker på diskurser om kroppsøving, risiko og handlingsnormer i kroppsøving. Rettsavgjørelsene synes å fremme en til dels deduktiv undervisningspraksis og at risikovurdering og kontroll med elever har prioritet. For kroppsøving kan det innebære at bevegelsesaktiviteter uten tydelige regler, mangelfull planmessig progresjon og utforskning og øving uten tydelig instruksjon forstås som uforsvarlig. Videre tegnes fysisk størrelse å utgjøre en risiko i faget. En av hovedhensiktene i erstatningsrett er prevensjon. Fra et kroppsøvingsfaglig perspektiv stilles det spørsmål til konsekvensene av disse rettsavgjørelsene og hva de kan medføre for kroppsøvingsfaget.\u0000ENGLISH ABSTRACT\u0000Negligence in physical education: A critical discourse analysis of court decisions\u0000This study is designed as a document analysis. The article examines how negligence is constructed in court decisions where teachers’ actions in physical education are assessed as negligent. The courts represent the judicial power in Norway and in tort cases, the courts assess whether someone is liable for someone else’s damage. Norman Fairclough’s critical discourse analysis is the selected methodological framework used to frame the study and analyze the court decisions. The article draws attention to discourses that construct negligence in the courts’ decisions. The results show that the decisions are carried by a legal genre, which draws on discourses about physical education, risks, and norms for action in physical education. The court decisions seem to promote a partly deductive teaching practice and that risk assessment and control with pupils have priority. For physical education, it can mean that movement activities without clear rules, insufficient planned progression and exploration and practice without clear instructions are understood as negligent. Furthermore, physical size is considered to pose a risk in the subject. One of the main purposes of tort law is prevention. From a physical education professional perspective, questions are asked about the consequences of these legal decisions and what they may entail for physical education. ","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"41 s1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: Traditions and Ambitions – Looking Into the Future With the Past in Mind","authors":"Sofia Jusslin, Ove Østerlie","doi":"10.23865/jased.v8.6255","DOIUrl":"https://doi.org/10.23865/jased.v8.6255","url":null,"abstract":"Editorial from the new editors in chief, one year after take over, where Jusslin and Østerlie reflect over last years' publications and the future for JASEd. ","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"53 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139860702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: Traditions and Ambitions – Looking Into the Future With the Past in Mind","authors":"Sofia Jusslin, Ove Østerlie","doi":"10.23865/jased.v8.6255","DOIUrl":"https://doi.org/10.23865/jased.v8.6255","url":null,"abstract":"Editorial from the new editors in chief, one year after take over, where Jusslin and Østerlie reflect over last years' publications and the future for JASEd. ","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"177 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139800798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Content of Norwegian Primary Physical Education: Teachers’ Perspectives on Possibilities and Barriers","authors":"Ingrid Østgaard Buaas, E. B. H. Sandseter","doi":"10.23865/jased.v7.5491","DOIUrl":"https://doi.org/10.23865/jased.v7.5491","url":null,"abstract":"Physical education (PE) in Norway and other countries has been criticized for its emphasis on sports, leading to a misalignment between curriculum intentions and classroom practices. Understanding the perspectives of PE teachers and the factors influencing their choices of activities in PE is crucial as they interpret the curriculum and plan PE classes. This mixed-methods study aims to provide more knowledge about the activities taught (content) in Norwegian PE lessons for the youngest students (primary level), as well as teachers’ perspectives on what influences their choice of content in PE classes. We conducted a quantitative survey with 450 PE teachers and obtained qualitative insights through 9 interviews. The results reveal a prevalence of ball games and play in PE classes. Time constraints, equipment, and class and gymnasium size are external factors that teachers experience as barriers for the types of activities they can include in their PE lessons. The study examines how these factors shape PE practice through the lens of the material- conomic dimensions of practice architectures theory. The findings provide valuable insights into the challenges faced by PE teachers and inform the development of strategies to enhance PE education in primary schools.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139340152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Minoritetsstudenters møte med friluftsliv i kroppsøvingslærerutdanningen","authors":"Kristin Walseth, Hummam Khan","doi":"10.23865/jased.v7.5435","DOIUrl":"https://doi.org/10.23865/jased.v7.5435","url":null,"abstract":"Det finnes lite forskning som belyser hvordan studenter med minoritetsbakgrunn opplever møtet med kroppsøvingslærerutdanningen i Norge. I denne studien fokuserer vi på friluftslivsundervisningen. Problemstillingen som stilles, er: Hvordan erfarer studenter med minoritetsbakgrunn friluftslivsundervisingen i kroppsøvingslærerutdanningen? Studien er basert på en kvalitativ tilnærming med tre fokusgruppeintervju. Utvalget består av åtte mannlige kroppsøvingsstudenter med minoritetsbakgrunn. Andreforfatter gjennomførte intervjuene og har selv minoritetsbakgrunn, hans posisjon som «insider» har vært viktig for datainnsamlingen. Resultatene viser at studentene med minoritetsbakgrunn erfarer at friluftslivsutdanningen tar utgangspunkt i at studenter har hatt en «norsk» oppvekst med en del friluftsliverfaringer, og at studentene innehar grunnleggende ferdigheter i friluftsliv. Studentene trekker frem friluftslivturenes lengde og vanskelighetsgrad som utfordrende, og at dette resulterer i lite læring og mestring. Studentene problematiserer også lærerrollen, hvor det legges opp til at studentene skal lære av hverandre. Dette forsterker skillet mellom majoritets- og minoritetsstudentene, hvor studentene med majoritetsbakgrunn blir ekspertene. Funnene i denne studien indikerer at friluftslivsundervisningen er preget av hvithet, og at dette bidrar til marginalisering av studenter med minoritetsbakgrunn. Vi argumenterer for at kroppsøvingslærerutdanningen må øke sin bevissthet om hvilke konsekvenser hvithet har for arbeidet med mangfold i utdanningen, og hvordan det hvite friluftslivet ofte preger lærerutdannerenes habitus og undervisning.  ENGLISH ABSTRACT Minority students’ experiences with outdoor education in PETE There is limited research on Norwegian students with minority background and their experiences with outdoor education in PETE. The research question asked is: “How do students with minority background experience outdoor education in PETE?” The study is based on a qualitative approach with three focus group interviews. The sample consists of eight male PETE students with minority background. The second author conducted the interviews. His minority background and position as an insider was important for the data collection process. The results show that the students experienced that the outdoor education build on the presumption that all students have had a Norwegian childhood with outdoor education experiences, and that students possessed basic outdoor education skills. The students emphasized that the outdoor trips were too long and too difficult, resulting in limited learning outputs. The students also questioned the pedagogical approach where majority students were given the role as experts. The findings indicate that the outdoor education is influenced by whiteness, and that minority students are marginalized. We argue that the PETE educators need to increase their awareness of whiteness. Specifically, how the PETE educators’ habitus and teachi","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"281 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139342154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physical activity level in physical education among 13-year-old Norwegian adolescents","authors":"Pål Lagestad, H. Mikalsen","doi":"10.23865/jased.v7.5251","DOIUrl":"https://doi.org/10.23865/jased.v7.5251","url":null,"abstract":"Physical education (PE) provides opportunities for adolescents’ structured and regular physical activity (PA). The aims of this study were to examine how much of the PE time 13-year-old students were in moderate and vigorous physical activity (MVPA) level and differences between boys and girls PA level at PE. Furthermore, to examine associations between 13-year-old students’ MVPA level in PE, and minutes of weekly PE, general weekly MVPA, gender, and sport participation. To examine the aims of the study, 200 students used accelerometers for a week, and answered a questionnaire. A main finding was that PE only makes a minor contribution to youths’ fulfilment of PA recommendations, by comprising 4% of the adolescents general weekly PA level. Furthermore, the results demonstrated that the students were in MVPA only 24% of the PE time. The boys had a higher general activity level in PE than girls, and lower sedentary activity and higher moderate activity in PE, compared to girls. Finally, the results showed that the MVPA level in PE was positively associated with more weekly minutes of PE, and activity level in general. Considering our findings, we argue that the PA level at PE contributes relatively little the adolescents’ general weekly MVPA level, and therefore, PE should primarily be viewed as a tool to inspire exploration and learning, and the joy of movement in and through various physical activities among both genders, and not primarily as a source for adolescents PA.","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139367604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"«Å strekke seg litt lenger»: En modell for fagutvikling i kroppsøving","authors":"Kjersti Mordal Moen, Lars Bjørke","doi":"10.23865/jased.v7.5199","DOIUrl":"https://doi.org/10.23865/jased.v7.5199","url":null,"abstract":"Abstrakt Samtidig som flere studier viser at samarbeid mellom forskere og lærere kan bidra til å utvikle pedagogisk praksis i kroppsøving, er kunnskapen om hvordan slike samarbeid kan operasjonaliseres mangelfull. I Prosjekt-X er vi to forskere som har jobbet sammen med 19 grunnskolelærere for å utvikle pedagogiske praksiser i kroppsøving i tråd med intensjonene i læreplanen. I denne artikkelen undersøker vi hvordan skoleeiere, lærere og forskere erfarer dette samarbeidsprosjektet. Videre bruker vi disse erfaringene for å skissere en mulig modell for fremtidige fagutviklingsprosjekter i kroppsøving. Artikkelen bygger empirisk på gruppeintervju med to lærere fra ressursgruppa, fire såkalte ‘pådrivere’ (lærere) og to skoleeierne, individuelle forskerlogger og korte memoer som alle lærerne skriver etter hver nettverksgruppesamling. Ved hjelp av begreper fra figurasjonsteori som ‘nettverk’, ‘gjensidig avhengighet’ og ‘maktrelasjoner’, samt en mer dagligdags forståelse av begrepet ‘roller’, har vi skrevet frem fire sentrale forhold som kan utgjøre en modell for fagutvikling i kroppsøving: «Forankring i alle involverte ledd i organisasjonen», «gode rammebetingelser for gjennomføring», «forskere som er ydmyke for læreres skolehverdag» og «at alle deltagerne, i ulike roller, er villige til å strekke seg litt lenger».","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139368025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Struggles of Governance and Autonomy in the Field of KulturskoleStruggles of Governance and Autonomy in the Field of Kulturskole","authors":"Elin Angelo, O. Berge, Marianne Heian","doi":"10.23865/jased.v7.3758","DOIUrl":"https://doi.org/10.23865/jased.v7.3758","url":null,"abstract":"The Norwegian extracurricular schools of music and performing arts, kulturskolen, largely govern themselves. In contrast to other types of law obliged schools, kulturskolen receives no clear signals from either state levels, or municipality/county municipality levels, but rather are left to informal steering mechanisms on individual or collective levels. This leads to a wide diversity of what disciplines that are offered, what collaborations that are conducted, what aims, intentions, profiles, and competences that are managed, and thus to very different conditions for what the pupils might learn and experience. This article is a theoretical discussion of this finding, investigating diverse forms of conduct that are identified on (i) state, (ii) community, and (iii) individual school level. The article particularly looks at the identified steering mechanisms, with Michel Foucault’s thoughts of governmentality and power/knowledge as its basis. This discussion on how the kulturskole regulates itself is a contribution to the body of research about kulturskole, cultural policy, and about extracurricular arts education in the kulturskole that aims to be “for all.” ","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126305469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"De estetiska ämnenas didaktik; att göra ämnesinnehåll med kroppar, affekter, känslor och plats","authors":"Elsa Szatek","doi":"10.23865/jased.v7.4160","DOIUrl":"https://doi.org/10.23865/jased.v7.4160","url":null,"abstract":"Didaktikbegreppet figurerar oftast i relation med kursplaner och på förhand bestämda lärandemål i formella utbildningskontexter såsom skola och universitet. I den här artikeln undersöks hur didaktikbegreppet kan bli produktivt i relation till konstnärliga verksamheter som communityteater där innehållet oftast är platsspecifikt samt förhandlas fram mellan deltagare och ledare. Utifrån detta utforskas hur ämnesinnehållet i estetiska ämnen, med fokus på teater inom frivillig verksamhet, skapas av kroppar, affekter, känslor och plats. En utgångspunkt är att dessa aktörer blir centrala medproducenter av ämnesinnehåll när kursplaner saknas. Med inspiration från posthumanistiska teorier förstås aktörerna som både rörliga och oförutsägbara vilket skapar specifika förutsättningar både för hur teaterämnet tar form och för de estetiska ämnena generellt. Detta utforskas genom en utvidgad relationell didaktik vilken möjliggör fler aktörer än de mänskliga på den didaktiska arenan. Genom begreppet didaktisk musikalitet undersöks hur teaterledaren kan förhålla sig till ett ämnesinnehåll som är både rörligt och oförutsägbart samt i hög grad samskapas affektivt, kroppsligt och rumsligt. \u0000ENGLISH ABSTRACT\u0000Didactics for the aesthetic subjects; producing subject-matter through bodies, affects, feelings and place\u0000Didactics as a concept is often connected with syllabuses and beforehand stated learning objectives in formal educational contexts such as schools. This article explores how didactics could become productive in relation with artistic and sitespecific settings such as community theatre where the content is negotiated between the leaders and the participants. The article explores how subject- content in aesthetic subjects, with focus on theatre in a community setting, is created through bodies, affects and space. A point of departure is that these actors become vital co-producers of the subject-matter in the absence of curriculum. Inspired by posthumanism, the actors are explored as agile and unpredictable thus creating specific conditions for the shaping of the theatre subject and the aesthetic subjects in general. This is examined through an extended relational didactic that enables human and non- uman participants in the didactic field. Through the concept of didactic musicality the article also explores the relationship between the theatre teacher and a subject-matter that is constantly changing through affects, bodies and space. ","PeriodicalId":403522,"journal":{"name":"Journal for Research in Arts and Sports Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127126550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}