Forprosjekt Individualisering av lagidrett

Sogndal Fotball (SF) ønskjer å systematisere talentutvikling ved faktainnsamling og forsking av korleis den einskilde kan utvikle seg i eit lagspel. Høgskulen i Sogn og Fjordane (HiSF) ønskjer å satse meir på fotballforsking. SF og HiSF har mål om at dei innan ein femårsperiode skal stå fram som dei fremste nasjonalt innan fotballforsking og talentutvikling .Målet skal nåast gjennom eit samspel der SF skal syte for teknologisk tilrettelegging og testing, tilgjengelegheit av utøvarar og ressurspersonar. HiSF skal saman med SF definere fagområder medan HiSF skal syte for forskinga på området, og gjennom databruk, studentoppgåver, forsking og undervisning, vise retningar som kan utvikle fotballtalenta. Hovudmål med forprosjektet er å definere Fagområde, teknologi og organisasjon ein bør satse på for i løpet av fem år og vera fremst nasjonalt innan fotballforsking og talentutvikling

Tensions and tractions of moving together and alone in physical education

Author's accepted version (postprint).This is an Accepted Manuscript of an article published by Routledge (Taylor & Francis) in Sport, Education and Society on 19/01/2020.Available online: https://www.tandfonline.com/doi/full/10.1080/13573322.2020.1712654A wide variety of activities, instructional teaching styles and physical activity for health characterise PE practices today. However, for children, PE is about more than performing activities or being physically active for health. Children experience moving in the context of PE in varying and ambivalent ways, which indicates that qualitative aspects of movement (how to move) and the movement context (where to move and with whom) matter to them. To gain understanding of movement qualities in PE and PE as a movement context, this article explores what happens with and between children when they move in PE and how children’s movements and interactions relate to the context in which they move. The analysis starts with observational material from four primary schools in western Norway and an affect theoretical perspective is used. Through an in-depth analysis of 10–11-year-old children playing a game of sheep and wolverines, the article demonstrates how multiple actions and multiple dimensions of movement emerge simultaneously and how children’s own movements and the activity emerge and develop through reciprocal interactions. The activity framework forms how children move or is expected to move, while children’s actual movements make the activity what it is. Playing together co-exists and alternates with playing alone and playing in multiple ways. The flux of the game involves both an opportunity for something different to the present moment to become and for the accumulation of permanent patterns. The findings indicate a need to further discuss and explore the balances and imbalances between the individuals and the collective and the individuals, descriptions, rules and instructions in the context of PE.acceptedVersio

The Messiness of Children’s Voices : An Affect Theory Perspective

publishedVersio

Unpacking the joy of movement – ‘it’s almost never the same’

acceptedVersio

The moment of play and movement: A qualitative study of children`s playful shared movements.

The aim of this article is to investigate children’s playful shared movements on the preschool playground and to understand their doings when they perform apparently new and unexpected movements in these meetings. Video observations and field notes from two preschools constitute the empirical material, and we have analyzed three situations from the video observations to investigate the research question. The findings indicate that children in playful movement interactions use their habits to create moments that introduce something new and unexpected, what Daniel Stern (2007) conceptualizes as critical now moments. These now moments are opened up by imaginings, transformations, and excitement. In these moments, children can be creative and curious, leading to opportunities to experience growth in how they use their body and the place. Whether now moments led to creativity, growth and development, seemed to depend on the emotional attunement between the participants

Reflective practice in physical education and physical education teacher education: A review of the literature since 1995

I Brage finner du siste tekst-versjon av artikkelen, og den kan inneholde ubetydelige forskjeller fra forlagets pdf-versjon. Forlagets pdf-versjon finner du på www.tandfonline.com: http://dx.doi.org/10.1080/00336297.2013.773530 / In Brage you'll find the final text version of the article, and it may contain insignificant differences from the journal's pdf version. The definitive version is available at 10.1080/00336297.2013.773530Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed

Vegen frå å ha det til å ta det- å skape motstandsdyktige spelare i toppfotball

Denne studien utforskar korleis ein kan legge til rette for utvikling av motstandsdyktige spelarar i eit eliteserielag. Semistrukturerte intervju med tre trenarar og tre spelarar, som del av ein intervensjon, gir informasjon om psykososiale element som påverkar utviklingsprosessen. Forskingsleiar har vore ein del av trenarteamet til laget. Observasjonslogg og monotoreringsdata frå trening og kamp gav supplerande informasjon til analysen. To hovudtema stod fram: (a) opplevingar av trenarar og spelarar si handtering av ulike typar utfordringar og stress, og (b) samspelet mellom trenar og spelar på vegen til å bli meir motstandsdyktig. Informasjonen viser gjennom ulike oppfatningar av utfordringar korleis det er mogeleg å øve på å bli meir motstandsdyktig ved å utnytte både prestasjonsrelatert og organisatorisk stress som del av spelaren si rolle i laget. Undersøkinga framhevar to sentrale poeng knytt til relasjon og samhandling mellom trenar og spelar. Det må først skapast ei gjensidig forventningsavklaring mellom spelar og trenar. Samtidig ligg det hjå trenarane i undersøkinga ei tydeleg forventning om at spelarane viser vilje til læring. Det er spesielt sentralt for å få samspelet til å fungere med handtering av organisatorisk stress. Artikkelen viser korleis vi kan auke kvaliteten i arbeidet med å utfordre og gi sosial støtte for utvikling av motstandsdyktige fotballspelarar

Unified approaches on talent development in football? Differences and similarities among representatives from a football association and two professional football clubs

Talent development is a major task for most coaches, both in professional and non-professional clubs. This study provides a qualitative analysis of how coaches and administrators from both the national football association and two professional clubs express their beliefs on coaching/skill acquisition perspective on how talent development should be done. This article consists of 14 semi-structured interviews with three administrators and two coaches at the Norwegian football federation and two administrators and seven coaches from two professional clubs. The results suggest shared views on the necessity of joining a professional club to become an elite player, although the perceived importance of the professional clubs differs among the respondents. Concerning early recruitment, some of the association and elite coaches believe present practice is able to identify and recruit the most talented players. The professional clubs are also aware of the risk of missing out on talented players, but justify their practice of early recruitment of talented players on increased competition. These different perspectives on talent development comparing representatives from the association and professional clubs could potentially effect the future talent development process and results

Forprosjekt Individualisering av lagidrett

Sogndal Fotball (SF) ønskjer å systematisere talentutvikling ved faktainnsamling og forsking av korleis den einskilde kan utvikle seg i eit lagspel. Høgskulen i Sogn og Fjordane (HiSF) ønskjer å satse meir på fotballforsking. SF og HiSF har mål om at dei innan ein femårsperiode skal stå fram som dei fremste nasjonalt innan fotballforsking og talentutvikling .Målet skal nåast gjennom eit samspel der SF skal syte for teknologisk tilrettelegging og testing, tilgjengelegheit av utøvarar og ressurspersonar. HiSF skal saman med SF definere fagområder medan HiSF skal syte for forskinga på området, og gjennom databruk, studentoppgåver, forsking og undervisning, vise retningar som kan utvikle fotballtalenta. Hovudmål med forprosjektet er å definere Fagområde, teknologi og organisasjon ein bør satse på for i løpet av fem år og vera fremst nasjonalt innan fotballforsking og talentutvikling

Vegen frå å ha det til å ta det – å skape motstandsdyktige spelarar i toppfotball

The study examined psychosocial elements in facilitating the development of resilience in professional male soccer players in a team playing in Eliteserien. Semi-structured interviews were conducted with three coaches and three players during the intervention. One researcher has been part of the coaching staff in the team. Observational log and monitoring data from training and matches provided additional information for the analysis. Thematic analysis produced data relating to two key themes: (a) Coach and players experiencing different kinds of challenges and stressors, and (b) the interactions between coach and player developing resilience. The data suggests how it is possible, through practice, to develop resilience utilizing different challenges related to both performance stressors and organizational stressors coming from the players´ role within the team. The study found that the coaches and some players had different perceptions of challenges and expectations with regard to a willingness to learn, particularly in the context of organizational stressors. Therefore, coaches and players must share the same expectations of development and manage different types of stressors together. This study provides further understanding for enhancing the quality of challenge and social support structures in facilitative environments developing resilience in professional soccer players