Miscibilidade em abordagens combinadas à prática de formação de professores(as) de Educação Física

In this paper, we discuss findings from a collaborative self-study we conducted on enacting a blended approach (i.e. consisting of online and in-person components) to a Physical Education Teacher Education (PETE) course. Data consisted of reflective journals and recorded conversations. We examine assumptions about the structure, content, and pedagogies of “blended” approaches using the metaphor of miscibility, where liquids mix to form a homogeneous solution. The blended PETE course was not conceptualized or enacted in a way that made it miscible (i.e. it was immiscible), in that the in-person and online components were viewed as separate entities. This meant there were missed opportunities to offer formative experiences from one format to shape experiences in the other. Following the pandemic it will be important to consider the strengths of both in-person and online formats so that students experience the ways one can benefit the other.En este artículo, discutimos los hallazgos de un self-study colaborativo que hemos realizado sobre la adopción de enfoque combinado (es decir, compuesto por componentes online y presenciales) para un curso de formación de profesores/as de Educación Física. Los datos consistieron en diarios reflexivos y conversaciones grabadas. Examinamos asunciones sobre estructura, contenido y pedagogías de enfoques “combinados” utilizando la metáfora de la miscibilidad, donde los líquidos se mezclan para formar una solución homogénea. El curso de formación de profesores/as no fue conceptualizado ni fomentado de manera a volverlo miscible (es decir, era inmiscible), ya que los componentes presencial y online eran vistos como modalidades separadas. Esto significó que se perdieron oportunidades de ofrecer experiencias formativas en una modalidad para estructurar experiencias en la otra. Después de la pandemia, será importante considerar los puntos fuertes de los formatos presencial y online para que los alumnos/as puedan experimentar formas de que uno pueda beneficiar al otro.Neste artigo, discutimos descobertas de um autoestudo colaborativo que realizamos sobre a adoção de uma abordagem combinada (ou seja, composta por componentes online e presenciais) para um curso de formação de professores(as) de Educação Física. Os dados consistiram em diários reflexivos e conversas gravadas. Examinamos assunções sobre estrutura, conteúdo e pedagogias de abordagens “combinadas” usando a metáfora da miscibilidade, na qual os líquidos se misturam para formar uma solução homogênea. O curso de formação de professores(as) não foi conceituado ou fomentado de uma forma que o tornasse miscível (ou seja, era imiscível), na medida em que os componentes presencial e online eram vistos como modalidades separadas. Isso significava que havia oportunidades perdidas de oferecer experiências formativas em uma modalidade para estruturar as experiências na outra. Após a pandemia, será importante considerar os pontos fortes dos formatos presencial e online para que alunos(as) experimentem as maneiras como um pode beneficiar o outro

A longitudinal transitional perspective on why adolescents choose to quit organized sport in Norway

The present study used a prospective cohort design to explore the reasons why young athletes decided to quit playing handball. The theoretical underpinnings were drawn from the fields of career transition, motivation, and meaningful experiences in organized youth sport. Thirty-four athletes were included in a larger research project exploring the complex interplay of psychosocial factors during the transition period from lower-to upper-secondary school in Norway. In this study, the data collection involved three sources: individual interviews with the 10 athletes who decided to leave their teams during the study period (five girls and five boys), and individual open-ended questionnaires for these 10 participants collected five times over two seasons, aligned with their participation in focus group interviews. The data analysis involved a three-step process of inductive content analysis of the total corpus of the data. A core finding indicates that all adolescents had gone through a decision-making process over time to determine whether they should continue or quit. It was a process of accumulating reasons that resulted in the final decision. However, the results reveal a broad variation within individual perception and interpretation of what each adolescent experienced as meaningful. Of equal importance, the adolescents not only took their experiences in sport into account when considering quitting organized youth sport, but these were considered in light of their evaluation of meaningfulness in other areas of life. Overall, findings indicate that “dropping out of organized youth sport” should not be regarded as unambiguously negative.publishedVersio

Competition in Physical Education: Avoid, Ask, Adapt or Accept?

This is the final text version of the article, and it may contain minor differences from the journal's pdf version. The original publication is available at tandfonline.com: http://dx.doi.org/10.1080/00336297.2017.1415151Competition is an essential part of youth sport. But should it also be part of the curriculum in physical education? Or are competitive activities incompatible with the educational context? While some researchers have argued that physical education should embrace the sporting logic of competition, others have criticized the negative experiences it can create for some students in school. In this article, we draw on insights from the philosophy of sport as well as educational philosophy, with the aim of questioning and critically examining the integration of competitive activities in physical education. We present and discuss four normative arguments (AVOID, ASK, ADAPT, and ACCEPT) that can each in their own way inform and guide future talks on the topic.Competition in Physical Education: Avoid, Ask, Adapt or Accept?acceptedVersio

Key Principles in Providing Meaningful Experience in Youth Sport

Involvement and persisting in sport are often to with many different factors. When it comes to youth sport, significant participant dropout (Balish et al., 2014; Crane & Temple, 2015), lack of personal meaning and relevance (Bergeron et al., 2015; Knight et al., 2018) are noted. One of the ways to help children to stay in sport and practice it as a value part that enriches everyday life and supports their personal development, is providing them experiences that are meaningful and personally significant. Focusing on meaningfulness, it’s important to support coaches working in youth sport, to identify experiences that are meaningful for the children and provide possibilities for greater quality of everyone`s personal experience. In this regard, within the frames of the Erasmus project: Meaningfulness in Youth Sport (MiYS), a set of five principles were identified and suggested to coaches as relevant for providing meaningful experiences in youth sport. The principles are identified as Building an authentic relationship; Developing a culture of belonging; Positive coaching: A balanced approach to competition and being a reflective coach. All five principles are presented in the Coach resource titled “Getting Started with Meaningfulness in Youth Sport (MiYS)”. The presented principles were tested and implemented by youth coaches working in several different sports (parkour, Gaelic football, floorball, volleyball). Coach’s experiences were valuable for determining the final content of the resource and their examples are implemented within the resource. Principles are designed to be used by all coaches who want to improve their practice, regardless of their level of experience

Champions of Inclusion and Diversity using Meaningful Physical Education in Primary Schools

The project CHAMPS ME PE aims to support primary teachers’ implementation of Meaningful Physical Education that is inclusive and accounts equitably for the diversity of the student population. This will be achieved by promoting collaboration between primary teachers and teacher educators across five European countries to develop and share evidence-based resources with those responsible for primary school physical education. Resources and sharing events will provide direction on how to implement Meaningful Physical Education

Læring gjennom videofeedback: et aksjonsforskningsprosjekt om hvordan anvende video for å bidra til eget lags utvikling

Bruk av video er et utbredt fenomen i håndball. Vanlig praksis er å analysere motstandernes spill, for deretter å legge opp et motspill. Få lag anvender video for å forbedre spillernes individuelle eller relasjonelle ferdigheter. Denne oppgaven er et aksjonsforskningsprosjekt utført i samarbeid med det norske juniorlandslaget i håndball. Oppgaven setter fokus på og prøver å belyse hvordan video fra kampsituasjoner kan brukes for å stimulere de relasjonelle ferdighetene mellom bakspiller og linjespiller. I undersøkelsen har undertegnede arbeidet som aksjonsforsker. Seks spillere, fire bakspillere og to linjespillere har jobbet med videoklipp av juniorlagets etablerte angrepsspill. De har arbeidet individuelt og i grupper, på og utenom samling. Utenom samling tok vi i bruk Skype for å gjennomføre gruppemøtene. Aksjonsforskningsperioden har strukket seg over drøye tre måneder. Hyppigheten på arbeidet har variert fra en til tre ganger i uken. For å besvare problemstillingen ble de seks spillerne intervjuet før og i etterkant av aksjonsforskningsperioden. I tillegg ble aksjonsforskers refleksjonsnotater fra aksjonsforskningsperioden anvendt. Intervjue 1 sin hensikt var å få en oversikt over spillernes tidligere erfaringer med video. Intervjue 2 ble gjennomført med hensikt å belyse spillernes opplevelse av det gjennomførte videoarbeidet. Spillernes refleksjoner rundt aksjonsforskningsperioden tilsier at et videoarbeidet bør ta utgangspunkt i gruppearbeid. En intensivert arbeidsperiode bør være i nærheten av aksjonsforskningsperiodens lengde, og en passende hyppighet på videoarbeidet ser ut til å ligge på to ganger i uken. Respondentenes uttalelser tyder på at videoarbeidet har økt spillernes refleksjon-over-handling, forbedret de kollektive ferdighetene og fremmet kommunikasjonen på og utenfor banen

Developing as a teacher educator: Using self-study of teacher education practices as a pedagogy for professional development: A rhizomatic consideration

Professional development of teacher educators is deemed important for both teacher education and the educational system as a whole, emerging as a hallmark for what it means to become and learn as a teacher educator. This doctoral thesis aims to add to research on processes of teacher educator professional development. Particularly, the purpose is to investigate my teacher education teaching and research practice. That is, I consider the processes of a beginning teacher educator’s practices, experiences, contexts and knowledge construction. The following research question evolved from the research process, “How does a teacher educator negotiate his teaching and research practice as he develops professionally?

Læring gjennom videofeedback: et aksjonsforskningsprosjekt om hvordan anvende video for å bidra til eget lags utvikling

Bruk av video er et utbredt fenomen i håndball. Vanlig praksis er å analysere motstandernes spill, for deretter å legge opp et motspill. Få lag anvender video for å forbedre spillernes individuelle eller relasjonelle ferdigheter. Denne oppgaven er et aksjonsforskningsprosjekt utført i samarbeid med det norske juniorlandslaget i håndball. Oppgaven setter fokus på og prøver å belyse hvordan video fra kampsituasjoner kan brukes for å stimulere de relasjonelle ferdighetene mellom bakspiller og linjespiller. I undersøkelsen har undertegnede arbeidet som aksjonsforsker. Seks spillere, fire bakspillere og to linjespillere har jobbet med videoklipp av juniorlagets etablerte angrepsspill. De har arbeidet individuelt og i grupper, på og utenom samling. Utenom samling tok vi i bruk Skype for å gjennomføre gruppemøtene. Aksjonsforskningsperioden har strukket seg over drøye tre måneder. Hyppigheten på arbeidet har variert fra en til tre ganger i uken. For å besvare problemstillingen ble de seks spillerne intervjuet før og i etterkant av aksjonsforskningsperioden. I tillegg ble aksjonsforskers refleksjonsnotater fra aksjonsforskningsperioden anvendt. Intervjue 1 sin hensikt var å få en oversikt over spillernes tidligere erfaringer med video. Intervjue 2 ble gjennomført med hensikt å belyse spillernes opplevelse av det gjennomførte videoarbeidet. Spillernes refleksjoner rundt aksjonsforskningsperioden tilsier at et videoarbeidet bør ta utgangspunkt i gruppearbeid. En intensivert arbeidsperiode bør være i nærheten av aksjonsforskningsperiodens lengde, og en passende hyppighet på videoarbeidet ser ut til å ligge på to ganger i uken. Respondentenes uttalelser tyder på at videoarbeidet har økt spillernes refleksjon-over-handling, forbedret de kollektive ferdighetene og fremmet kommunikasjonen på og utenfor banen

Miscibilidade em abordagens combinadas à prática de formação de professores(as) de Educação Física

In this paper, we discuss findings from a collaborative self-study we conducted on enacting a blended approach (i.e. consisting of online and in-person components) to a Physical Education Teacher Education (PETE) course. Data consisted of reflective journals and recorded conversations. We examine assumptions about the structure, content, and pedagogies of “blended” approaches using the metaphor of miscibility, where liquids mix to form a homogeneous solution. The blended PETE course was not conceptualized or enacted in a way that made it miscible (i.e. it was immiscible), in that the in-person and online components were viewed as separate entities. This meant there were missed opportunities to offer formative experiences from one format to shape experiences in the other. Following the pandemic it will be important to consider the strengths of both in-person and online formats so that students experience the ways one can benefit the other.En este artículo, discutimos los hallazgos de un self-study colaborativo que hemos realizado sobre la adopción de enfoque combinado (es decir, compuesto por componentes online y presenciales) para un curso de formación de profesores/as de Educación Física. Los datos consistieron en diarios reflexivos y conversaciones grabadas. Examinamos asunciones sobre estructura, contenido y pedagogías de enfoques “combinados” utilizando la metáfora de la miscibilidad, donde los líquidos se mezclan para formar una solución homogénea. El curso de formación de profesores/as no fue conceptualizado ni fomentado de manera a volverlo miscible (es decir, era inmiscible), ya que los componentes presencial y online eran vistos como modalidades separadas. Esto significó que se perdieron oportunidades de ofrecer experiencias formativas en una modalidad para estructurar experiencias en la otra. Después de la pandemia, será importante considerar los puntos fuertes de los formatos presencial y online para que los alumnos/as puedan experimentar formas de que uno pueda beneficiar al otro.Neste artigo, discutimos descobertas de um autoestudo colaborativo que realizamos sobre a adoção de uma abordagem combinada (ou seja, composta por componentes online e presenciais) para um curso de formação de professores(as) de Educação Física. Os dados consistiram em diários reflexivos e conversas gravadas. Examinamos assunções sobre estrutura, conteúdo e pedagogias de abordagens “combinadas” usando a metáfora da miscibilidade, na qual os líquidos se misturam para formar uma solução homogênea. O curso de formação de professores(as) não foi conceituado ou fomentado de uma forma que o tornasse miscível (ou seja, era imiscível), na medida em que os componentes presencial e online eram vistos como modalidades separadas. Isso significava que havia oportunidades perdidas de oferecer experiências formativas em uma modalidade para estruturar as experiências na outra. Após a pandemia, será importante considerar os pontos fortes dos formatos presencial e online para que alunos(as) experimentem as maneiras como um pode beneficiar o outro

Competition in Physical Education: Avoid, Ask, Adapt or Accept?

Competition is an essential part of youth sport. But should it also be part of the curriculum in physical education? Or are competitive activities incompatible with the educational context? While some researchers have argued that physical education should embrace the sporting logic of competition, others have criticized the negative experiences it can create for some students in school. In this article, we draw on insights from the philosophy of sport as well as educational philosophy, with the aim of questioning and critically examining the integration of competitive activities in physical education. We present and discuss four normative arguments (AVOID, ASK, ADAPT, and ACCEPT) that can each in their own way inform and guide future talks on the topic