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Lärande av rörelseförmåga i idrott och hälsa ur ett praktikutvecklande perspektiv

Doctoral thesis
Authors Helene Bergentoft
Date of public defense 2019-05-17
Opponent at public defense Karin Redelius
ISBN 9789173465083
Publisher Acta Universitatis Gothoburgensis
Publication year 2019
Published at Department of Food and Nutrition, and Sport Science
Language sv
Links hdl.handle.net/2077/59308
Keywords Movement capability , Physical education and health , Science based teaching , Learning study , Variation theory
Subject categories Sport and Fitness Sciences

Abstract

The aim of this investigation was to explore how the connections between teaching and learning about movement capability in the school subject physical education and health can be developed and transferred through research in practice development. Three research questions guided the investigation (1) What areas regarding teaching of movement capability in the school subject physical education and health have been studied in relation to teachers’ teaching assignment? (2) What necessary prerequisites are required to systematize and transfer research in practice development on movement capability between educational contexts? (3) What linkages are made visible between the treatment of learning content, the teaching design and students’ learning through variation in lesson design? Cultural-historical perspective and variation theory were used as frameworks and the methodology, mixed method research. The empirical data consists of published articles, video-observed lessons, recorded meetings with teachers and students, pre- and post-tests. The findings position the thesis in a guided teaching perspective. Moreover, findings show how the connection between teaching and learning about movement capability systematically can be developed and transferred between teaching contexts through iterative processes with revised lessons based on students’ knowledge. By the use of variation theory, understanding of the meaning of movement capability became more nuanced and itemized. The results also illustrate how the collaboration between teachers and researchers generated development of science-based teaching of movement capability.

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