lnu.sePublications
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Bildning i idrott och hälsa: Gymnasieelevers uppfattningar om kunskap, lärande och bedömning
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
2024 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis is to better our understanding of the relationship between physical education and health as a school subject and the school's overall mission. Drawing on an educational perspective, the intention is to interrogate students' perceptions of knowledge, learning and assessment in the subject. With this thesis, I want to contribute to the ongoing discussion about what constitutes knowledge in physical and health and open up for reflections on alternative perspectives on knowledge in the subject. The thesis is a compilation consisting of three empirical studies presented in four articles, study one and the first two articles are also part of my licentiate thesis. In study two, two classes at an upper secondary school were followed during their physical education and health classes for one whole school term. The data in study two consists of interviews, observations, informal conversations and teacher-student grade discussions. Study three comprises observations and conversations with students from two classes participating in six lessons each on ball games.The data analysis in both study two and three are based on non-affirmative theory where both subject-specific knowledge and generic knowledge are central. The analysis shows that the students perceive that they learn subject-specific knowledge as well as generic knowledge but, for the most part, reproductive and affirmative learning is associated with subject specific knowledge. However, the studies also show that the students may use this affirmative (sporting) knowledge in a final individual “healthproject” and somewhat alter the reproduced and affirmative content, to achieve their personal health goals and this learning may then be seen as more non-affirmative. At the same, some students are not able to achieve this reproductive and affirmative learning, which can mean that their knowledge “toolbox” is more limited for the final health project and, by extension, health in a lifelong perspective. In order to enrich and enhance the educational outcomes for students in physical education and health, the pervasiveness of reproductive and affirmative knowledge needs to be challenged by a more non-affirmative way of thinking.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2024. , p. 85
Series
Linnaeus University Dissertations ; 524
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-129229DOI: 10.15626/LUD.524.2024ISBN: 9789180821551 (print)ISBN: 9789180821568 (electronic)OAI: oai:DiVA.org:lnu-129229DiVA, id: diva2:1857056
Public defence
2024-05-31, Weber, Växjö, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2024-05-13 Created: 2024-05-10 Last updated: 2024-05-24Bibliographically approved
List of papers
1. ‘But in PEH it still feels extra unfair’: students’ experiences of equitable assessment and grading practices in physical education and health (PEH)
Open this publication in new window or tab >>‘But in PEH it still feels extra unfair’: students’ experiences of equitable assessment and grading practices in physical education and health (PEH)
2022 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 27, no 9, p. 1047-1060Article in journal (Refereed) Published
Abstract [en]

Assessment has been identified as an ongoing problem in physical education (PE). Since the student perspective on assessment is often neglected in research, in this paper, we will report on a study that explored students’ experiences of assessment in the Swedish school subject physical education and health (PEH). In particular, the aim of this study was to examine the students’ experiences of having equal opportunities to demonstrate their knowledge and skills when being assessed in PEH. Data was collected by conducting focus group interviews with a total of 38 students from four different upper secondary schools in southern Sweden. Data analysis was conducted by drawing on Scott’s (2008) institutional theory in order to demonstrate how regulative, normative and cultural-cognitive conditions shape assessment practices and students’ experiences of these in PEH. The results show that both teaching and assessment/grading practices in PEH are shaped more by cultural-cognitive conditions as associated with the norms and values of competitive and club sports rather than the regulative and normative conditions outlined in the Swedish Education Act and PEH curriculum that put emphasis on equal opportunities, equitable learning outcomes and explicit assessment criteria. The results also demonstrate how both teachers and students are actively involved in reproducing such teaching and assessment practices in PEH. To conclude, we therefore call for further work to be done with students, teachers and teacher educators of PEH to draw more attention to and more successfully implement the learning and achievement objectives of the curriculum. In addressing the ongoing problem of assessment in PEH we in particular need to better align assessment processes with the curriculum intentions of an equal quality education and teaching for equity.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2022
Keywords
Physical education, assessment, equity, institutional theory, vignettes
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Education, Didactics; Social Sciences, Sport Science
Identifiers
urn:nbn:se:lnu:diva-106247 (URN)10.1080/13573322.2021.1965565 (DOI)000685013300001 ()2-s2.0-85112531816 (Scopus ID)
Available from: 2021-08-25 Created: 2021-08-25 Last updated: 2024-05-10Bibliographically approved
2. 'Why don't you really learn anything in PEH?' - Students' experiences of valid knowledge and the basis for assessment in physical education and health (PEH)
Open this publication in new window or tab >>'Why don't you really learn anything in PEH?' - Students' experiences of valid knowledge and the basis for assessment in physical education and health (PEH)
2022 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 28, no 3, p. 797-815Article in journal (Refereed) Published
Abstract [en]

The overall aim of this study was to explore how upper secondary school students (age 16-19) in Sweden perceive physical education and health (PEH) through the assessment practices they experience in this subject. In particular, the study aimed to examine the students' experiences of what can be considered as valid knowledge and what the students perceive to form the basis for assessment in PEH. Data were collected by conducting focus group interviews with a total of 38 students from four different upper secondary schools in southern Sweden. The focus groups cohered around discussing three different vignettes that were constructed based on various 'pedagogical dilemmas' identified through earlier research on valid knowledge and assessment in PEH. Data were analysed by drawing on Scott's (2008) institutional theory in order to demonstrate how regulative, normative and cultural-cognitive conditions shape practices and assessment in PEH. The results highlight that there is a misalignment between curriculum objectives and assessment in Swedish PEH practice, where the cultural-cognitive conditions as strongly associated with club sports are more influential in the construction of valid knowledge and assessment practice than the regulative and normative conditions as stipulated in the PEH curriculum. The results also demonstrate that there is an ongoing prioritisation of practical over theoretical knowledge in PEH practice, involving an emphasis on doing and being active without any clear learning objectives. It is argued that clearly communicated learning objectives and assessment criteria can help achieve a better alignment between curriculum intentions, pedagogy and assessment in PEH.

Place, publisher, year, edition, pages
Sage Publications, 2022
Keywords
Physical education, health, students' perceptions, assessment, grading, vignettes
National Category
Sport and Fitness Sciences Pedagogy
Research subject
Social Sciences, Sport Science; Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-111226 (URN)10.1177/1356336X221084514 (DOI)000772047400001 ()2-s2.0-85126312984 (Scopus ID)
Available from: 2022-04-08 Created: 2022-04-08 Last updated: 2024-05-10Bibliographically approved
3. Physical education and health – a space for learning generic knowledge
Open this publication in new window or tab >>Physical education and health – a space for learning generic knowledge
2024 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 12, no 1, p. 89-107Article in journal (Refereed) Published
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-129217 (URN)10.61998/forskul.v12i1.22927 (DOI)
Available from: 2024-05-08 Created: 2024-05-08 Last updated: 2024-05-13

Open Access in DiVA

Comprehensive summary(2868 kB)144 downloads
File information
File name FULLTEXT01.pdfFile size 2868 kBChecksum SHA-512
094f1dc8dced0407f0678d3829c00de11a582f8155816a043a6bf211e67d82e31de6a5ddaaeef33b436c138dcd914f87b4200055f10c3ddbe95d587b95582af9
Type fulltextMimetype application/pdf

Other links

Publisher's full textBuy Book (SEK 250 + VAT and postage) lnupress@lnu.se

Authority records

Modell, Nina

Search in DiVA

By author/editor
Modell, Nina
By organisation
Department of Pedagogy and Learning
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 144 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 884 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf