Vær stille! Vi skal have bevægelse: Bevægelsescivilisering i indskolingen

A new school law was implemented in the Danish primary and secondary school system from August 2014. One of the main purposes of the law is to lower the consequences of social background in order to achieve better results. This objective should be achieved by a longer and more diversified school day. Physical activities have been seen as a tool to create more varied forms of teaching. By doing fieldwork and interviewing pupils from grade 0-2 the study investigate how movement activities contribute to develop social skills among the pupils and how these activities can be understood as pupil-centred teaching

Vidensflow: Hvordan kan forbindelserne mellem forskning og uddannelse i professionshøjskoler begribes?

In 2013, the University Colleges in Denmark was legalized as research-based institutions and the nexus between research and education is therefore rather unexplored in the area of universities of applied science. The demand of being research based educations combined with limited research based knowledge of nexus between research and education call upon development of clear concepts. The study show that the arena of education is mainly positioned as recipient in relation to the arena of research and the article argues for a mutual optic on the nexus. In the research literature there is a lack of systematic conceptualization of the different types of connections between the two areas. The article suggests a three-piece typology: a materialized, an actor and an organizational connection

Temanummer om corona og idræt

Det siges, at man aldrig skal lade en god krise gå til spilde. Derfor tog redaktionen for Forum for Idræt i januar 2021 initiativ til et temanummer om Corona-epidemien og dens betydning for idrætten. Denne indledende artikel præsenterer de enkelte artikler i tema-nummeret

Dannelse og idrætsdidaktiske modeller: Hvordan kan dannelse kvalificere valget af idrætsdidaktiske modeller

ResuméDe seneste 20 år har der især i den angelsaksiske verden været et stærkt fokus på at anvende idrætsdidaktiske modeller i idrætsundervisningen med henblik på at fremme refleksioner om valg af mål, indhold og metode. Modellerne er imidlertid overvejende udviklet inden for en angelsaksisk uddannelsestradition, og de forholder sig ikke til dannelsesspørgsmål eller formålet med undervisning. Endvidere er det karakteristisk for de idrætsdidaktiske modeller, at de er udviklet enkeltvist, og der mangler derfor refleksioner om og kriterier for, hvordan man kan sammensætte modeller, der samlet set tilgodeser, at undervisningen bidrager til elevernes dannelse. Formålet med nærværende artikel er at diskutere, hvordan man med et uddannelsesteoretisk perspektiv kan kvalificere valget af idrætsdidaktiske modeller i idrætsundervisningen med henblik på dannelse. Artiklen er baseret på et litteraturstudie af idrætsdidaktiske modeller i idrætsundervisning og foreslår, at almendannelse i idrætsundervisning kan fremmes gennem Gert Biestas bestemmelse af formålet med uddannelse. Abstract (UK)In this article, we contribute to the discussion of models-based practice (MbP) in physical education (PE). The common pedagogical approach to PE has been criticized for being biased towards introductory activity-based instruction and mastering discipline-specific skills. To address this problem, it has been suggested that PE should be based on different pedagogical models. However, no metareflection have suggested how these models should be chosen. Based on a Bildung theoretical approach we suggest that models are chosen on the basic of the purpose of education. More specific we suggest a Bildung theoretical perspective based on Gert Biesta’s reflections on education and its purpose as qualification, socialization and subjectification