Background: Student participation in curriculum negotiation has been widely regarded as beneficial for student engagement, motivation, and learning. Within the physical education (PE) context however, several scholars claim that these benefits are seldom realized. Interestingly, most investigations into curriculum negotiation in PE focus on teacher actions and behavior. Investigations of students' actions in curriculum negotiation are rare. Further, while much of the literature claims curriculum negotiation is potentially beneficial for student learning, few of the conceptual and analytical frameworks utilized within previous PE literature are based on explicit learning theories.

Purpose: The purpose of this paper is to explore student participation in curriculum negotiation in Norwegian PE through the lens of an explicit learning theoretical perspective.

Method: A 10th grade class with 23 students (age 15-16) and an 8th grade class with 30 students (age 13-14) from 2 different schools, and their respective teachers were recruited for the project. Within these classes, participatory observation, video observations, and stimulated recall interviews were conducted to produce empirical material related to curriculum negotiation. The material then underwent qualitative thematic analysis where select parts of John Dewey's educational philosophy were used as the analytical framework.

Results and discussion: With a basis in the analytical framework developed from Deweyan educational philosophy, the results show that students within the two contexts participate in both explicit and implicit forms of curriculum negotiation. Explicit curriculum negotiations to a large degree appear to be governed by the teachers and are deemed by teachers to be part of strategies for upholding Norwegian legislations and recommendations for including students in curricular decision-making. While not as easily noticeable, implicit forms of negotiations were more prominent within the explored contexts. The analysis also suggests that from a Deweyan perspective, possibilities to increase learning through curriculum negotiations occur when teachers notice, help, and guide students in their own reflective processes surrounding how to act in PE. Such pedagogical action makes implicit negotiations occurring more explicit, and explicit negotiations more intelligent.

Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account ofvita activato map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration.

Purpose: The aim of the paper is to outline a new pedagogical model for physical education:a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model.

Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising.

Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education. 

Background: Models-based approaches to physical education have inrecent years developed as a way for teachers and students toconcentrate on a manageable number of learning objectives, and alignpedagogical approaches with learning subject matter and context. Thispaper draws on Hannah Arendt’s account of vita activa to map existingapproaches to physical education as oriented towards: (a) health andexercise, (b) sport and games, and (c) experience and exploration.Purpose: The aim of the paper is to outline a new pedagogical model forphysical education: a practising model. We argue that the form of humanactivity related to practising is not well represented in existingorientations and models. To sustain this argument, we highlight themost central aspects of practising, and at the same time describe centralfeatures of the model.Relevance and implications: The paper addresses pedagogicalimplications the practising model has for physical education teachers.Central learning outcomes and teaching strategies related to fouressential and ‘non-negotiable’ features of the practising model arediscussed. These strategies are: (1) acknowledging subjectivity andproviding meaningful challenges, (2) focusing on content and the aimsof practising, (3) specifying and negotiating standards of excellence and(4) providing adequate time to practising.Conclusion: The practising model has the potential to inform newperspectives on pedagogical approaches, and renew and improveworking methods and learning practices, in physical education.

Background: Referees, parents and coaches are vital for co-creating the educational practice of competitive games in youth sport and influencing young players’ behaviour, learning and socialisation within the game. Coaches and parents influence players in different ways incompetitive games and their behaviour can be viewed as role-modelling actions that affect players’ observational learning and communicate what is regarded as important and valuable. Referees and refereeing is an under-explored field of research; especially the experiences of referees in youth sport and soccer.

Purpose: Based on a referee perspective, the aim of the article is to contribute knowledge about the educational practice of competitive games in youth sport with a focus on the pedagogical function of parents, coaches and referees within the context of grassroots youth soccer.

Theory: Competitive youth games are approached as play activities conditioned by authority and respect for the game and the referee as are presentative of the game and as a person. In the game, players are influenced by the pedagogical function of parents, coaches and referees and their relations direct what is possible to learn and experience. The concepts help us to understand the conditions for competitive youth games and the roles of significant others in co-creating the game as an educational practice.

Method: The empirical study is part of a research project called Educating for fair play? In this project, the behaviour of parents and coaches in three grassroots soccer clubs in Sweden was explored during the 2017 sports season based on referees’ and players’ perspectives. For this article, the empirical data consists of 17 audio-recorded interviews with a total of 27 referees. A five-step qualitative content analysis has been used to analyse the data.

Findings and Conclusions: From a referee perspective, the pedagogical function of parents is to act as spectators and as proponents of roler espect and good referee relations. They are expected to encourage and praise the team and its players and to facilitate a friendly and holistic learning atmosphere in which all players, even opponents, are supported and included. The pedagogical function of coaches is to safeguard and promote referee respect, focus on their task as team leaders and player developers, facilitate an atmosphere of civility in which the participants in the game treat each other as worthy autonomous human beings and direct the players to focus on playing the game. Referees’ pedagogical function is to be authorities and representatives of the game, adopt a learning and improving approach, be game managers and enjoyment facilitators, communicate with and instruct and foster players, coaches and parents. By adjusting the expectations, for example of referees’ competence in relation to the level of the competitive game and balancing competitive seriousness and the spirit of play, parents and coaches can co-create an educational practice that emphasises the players’ own development and that of their educative experiences. As game managers, communicators and instructors, referees, with the support of parents and coaches, can orchestrate the game and create a joyful atmosphere of learning and development.

Background: Pedagogical research on career is encouraged to not limit sport learning to athletic skills, coaching effectiveness and coach–athlete relationships, but to also focus on learning in a multidimensional sense in the context of an athlete’s individual and social biography. This article examines an elite athlete’s career path as a body pedagogic phenomenon involving processes of self-transformation in relation to practical, social and embodied environments.

Purpose: The purpose is to analyse the career path of the elite footballer Zlatan Ibrahimovic by focusing on how different learning environments relate to different embodiments of techniques and skills and how values and norms shape professionalism.

Theoretical frameworks: A combined framework of body pedagogics and John Dewey’s theory of aesthetic experience is used to understand an elite career path as a learning trajectory involving different self-transformation means. Hence, the elite athlete is viewed as a career climber who creates his own educational pathway and engages in processes of participating, acquiring and becoming.

Data analysis: A practical epistemology analysis (PEA) with a focus on aesthetic judgements is used to analyse the narrative of Zlatan’s career path as it is portrayed in the biography I Am Zlatan: My Story on and Off the Field. One major theme is identified, namely that Zlatan develops from being a dribbler to a striker. Against this background, Zlatan Ibrahomovic’s self-transformation is scrutinised in relation to three different sub-themes (suburb, arena and team) in three different ways (auto-didactic, education and educator) to create distinct and heterogeneous forms of knowledge in support of professional artistry.

Results: The analysis offers an elaborated empirical description of how the means and ends of self-transformation develop reciprocally throughout Zlatan’s elite career and how this relates to practical, social and embodied environments. Examples of body pedagogic outcomes are: (1) different commitments to training, team culture and the coach–athlete relationship (social), (2) that Zlatan uses his dribbling skills more purposefully for scoring goals and satisfying the coach (embodied) and (3) that he is able to win different leagues and titles with different teams (practical).

Background: Pedagogical research on career is encouraged to not limit sport learning to athletic skills, coaching effectiveness and coach-athlete relationships, but to also focus on learning in a multidimensional sense in the context of an athlete's individual and social biography. This article examines an elite athlete's career path as a body pedagogic phenomenon involving processes of self-transformation in relation to practical, social and embodied environments.

Purpose: The purpose is to analyse the career path of the elite footballer Zlatan Ibrahimovic by focusing on how different learning environments relate to different embodiments of techniques and skills and how values and norms shape professionalism.

Theoretical frameworks: A combined framework of body pedagogics and John Dewey's theory of aesthetic experience is used to understand an elite career path as a learning trajectory involving different self-transformation means. Hence, the elite athlete is viewed as a career climber who creates his own educational pathway and engages in processes of participating, acquiring and becoming.

Data analysis: A practical epistemology analysis (PEA) with a focus on aesthetic judgements is used to analyse the narrative of Zlatan's career path as it is portrayed in the biography I Am Zlatan: My Story on and Off the Field. One major theme is identified, namely that Zlatan develops from being a dribbler to a striker. Against this background, Zlatan Ibrahomovic's self-transformation is scrutinised in relation to three different sub-themes (suburb, arena and team) in three different ways (auto-didactic, education and educator) to create distinct and heterogeneous forms of knowledge in support of professional artistry.

Results: The analysis offers an elaborated empirical description of how the means and ends of self-transformation develop reciprocally throughout Zlatan's elite career and how this relates to practical, social and embodied environments. Examples of body pedagogic outcomes are: (1) different commitments to training, team culture and the coach-athlete relationship (social), (2) that Zlatan uses his dribbling skills more purposefully for scoring goals and satisfying the coach (embodied) and (3) that he is able to win different leagues and titles with different teams (practical).

Background: Pedagogical research on career is encouraged to not limit sport learning to athletic skills, coaching effectiveness and coach–athlete relationships, but to also focus on learning in a multidimensional sense in the context of an athlete’s individual and social biography. This article examines an elite athlete’s career path as a body pedagogic phenomenon involving processes of self-transformation in relation to practical, social and embodied environments.

Purpose: The purpose is to analyse the career path of the elite footballer Zlatan Ibrahimovic by focusing on how different learning environments relate to different embodiments of techniques and skills and how values and norms shape professionalism.

Theoretical frameworks: A combined framework of body pedagogics and John Dewey’s theory of aesthetic experience is used to understand an elite career path as a learning trajectory involving different self-transformation means. Hence, the elite athlete is viewed as a career climber who creates his own educational pathway and engages in processes of participating, acquiring and becoming.

Data analysis: A practical epistemology analysis (PEA) with a focus on aesthetic judgements is used to analyse the narrative of Zlatan’s career path as it is portrayed in the biography I Am Zlatan: My Story on and Off the Field. One major theme is identified, namely that Zlatan develops from being a dribbler to a striker. Against this background, Zlatan Ibrahomovic’s self-transformation is scrutinised in relation to three different sub-themes (suburb, arena and team) in three different ways (auto-didactic, education and educator) to create distinct and heterogeneous forms of knowledge in support of professional artistry.

Results: The analysis offers an elaborated empirical description of how the means and ends of self-transformation develop reciprocally throughout Zlatan’s elite career and how this relates to practical, social and embodied environments. Examples of body pedagogic outcomes are: (1) different commitments to training, team culture and the coach–athlete relationship (social), (2) that Zlatan uses his dribbling skills more purposefully for scoring goals and satisfying the coach (embodied) and (3) that he is able to win different leagues and titles with different teams (practical).

Background: While studies of teaching frequently preserve an interest in teacher-pupil encounters that take place in certain spots, this article shows how teachers' can be understood as in-path instructors, which is significant for student-based learning. This complements studies that have mainly focused on teachers instructional work taking place at certain spots.

Purpose: The purpose is to describe how a PE teacher's rhythmic labouring of the diverse settings in the gym creates a learning environment. By examining emplacement (spatial) and empacement (temporal) as important aspects of how learning environments are constituted, this article contributes a framework for studying and analysing a teacher's work from a moving vantage point.

Conclusions: Based on a video ethnographic approach and using a wearable camera attached to the teacher's chest, the analysis of a station-wise lesson show how the teacher frequently covers a large part of the room and creates a web of educational challenges and possibilities. These brief encounters are identified as important tools that support each pupil's rhythm and engagement in the learning activities and maintain the corporate rhythm of a class. Furthermore, by analysing the teacher's temporal and spatial walking technique, which helps the pupils to transit between and accomplish practical exercises, the article highlights how the teacher's ability to support pupils' progression partly builds on a regional knowledge that is cultivated by the array of encounters.

Background: While studies of teaching frequently preserve an interest in teacher-pupil encounters that take place in certain spots, this article shows how teachers' can be understood as in-path instructors, which is significant for student-based learning. This complements studies that have mainly focused on teachers instructional work taking place at certain spots.

Purpose: The purpose is to describe how a PE teacher's rhythmic labouring of the diverse settings in the gym creates a learning environment. By examining emplacement (spatial) and empacement (temporal) as important aspects of how learning environments are constituted, this article contributes a framework for studying and analysing a teacher's work from a moving vantage point.

Conclusions: Based on a video ethnographic approach and using a wearable camera attached to the teacher's chest, the analysis of a station-wise lesson show how the teacher frequently covers a large part of the room and creates a web of educational challenges and possibilities. These brief encounters are identified as important tools that support each pupil's rhythm and engagement in the learning activities and maintain the corporate rhythm of a class. Furthermore, by analysing the teacher's temporal and spatial walking technique, which helps the pupils to transit between and accomplish practical exercises, the article highlights how the teacher's ability to support pupils' progression partly builds on a regional knowledge that is cultivated by the array of encounters.

Background: While studies of teaching frequently preserve an interest in teacher–pupil encounters that take place in certain spots, this article shows how teachers’ can be understood as in-path instructors, which is significant for student-based learning. This complements studies that have mainly focused on teachers instructional work taking place at certain spots.

Purpose: The purpose is to describe how a PE teacher’s rhythmic labouring of the diverse settings in the gym creates a learning environment. By examining emplacement (spatial) and empacement (temporal) as important aspects of how learning environments are constituted, this article contributes a framework for studying and analysing a teacher’s work from a moving vantage point.

Conclusions: Based on a video ethnographic approach and using a wearable camera attached to the teacher’s chest, the analysis of a station-wise lesson show how the teacher frequently covers a large part of the room and creates a web of educational challenges and possibilities. These brief encounters are identified as important tools that support each pupil’s rhythm and engagement in the learning activities and maintain the corporate rhythm of a class. Furthermore, by analysing the teacher’s temporal and spatial walking technique, which helps the pupils to transit between and accomplish practical exercises, the article highlights how the teacher’s ability to support pupils’ progression partly builds on a regional knowledge that is cultivated by the array of encounters

Background: In this conceptual paper, we contribute to the discussion of pedagogical content knowledge (PCK) in physical education and physical education teacher education (PETE). There are two main limitations in the work inspired by Shulman’s [1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–21] concepts content knowledge (CK) and PCK. First, CK is exclusively interpreted as knowledge in and about movement, and excludes knowledge through movement. Second, contemporary understandings of CK and PCK have been mainly from a behaviour analytic perspective. By only adopting a behavioural perspective of CK, i.e. a perspective which aims to change students’ behaviours without necessarily changing knowledge or understanding, pre-service teachers are unlikely to reflect on context and culture or how these affect the students with whom they will work.

Purpose: The purpose of this paper is to add a new perspective to the contemporary discussion of PCK in physical education and PETE through elaborating on how PCK could be conceptualised ‘phronetically’. We believe that contextual and situational foci of a phronetic approach constitute an important dimension of teacher knowledge, and that this dimension is not captured or made visible by behaviour analytic discourse of PCK in movement cultures.

Method: For the conceptual task of expanding our understanding of PCK, we have been inspired by Thomas [2007. Education and Theory: Strangers in Paradigms. Berkshire: McGraw Hill], Shoemaker, Tankard, and Lasorsa [2004. How to Build Social Science Theories. Thousand Oaks, CA: Sage], and Whetten [1989. “What Constitutes a Theoretical Contribution?” Journal Academy of Management Review 14 (4): 490–495] and their ideas of building theory through borrowing, reflective thinking, and metaphors.

Results: We outline four major assumptions made about PCK in the behaviour analytic research on physical education and PETE: 1. Physical education teachers must know how to perform activities with the correct technique, know the tactics and have knowledge about rules and etiquette; 2. Physical education teachers must know how to detect errors and design task progressions. 3. Physical education teachers must know how to select and modify appropriate tasks as well as give feedback. 4. Physical education teachers’ level of CK and PCK can be quantitatively measured.

Conclusions: From a phronetic perspective, we suggest that PCK could also involve: contextual characteristics for ‘new’ and integrative movement cultures; interpretation of students’ actions; identification and action on diversity during physical education teaching; development of a sensitivity for morally ‘right’ actions; and management of uncertainty involved in physical education teaching.

Research indicates that Physical Education Teacher Education (PETE) has only limited impact on how physical education (PE) is taught in schools. This paper offers possible explanations for the difficulties of influencing subject traditions in PE through analysing PETE curriculum documents. The purpose is show how knowledge is expressed through learning outcomes in local curriculum documents at six PETE institutions in Sweden. Inspired by Fenstermacher’s ideas about teacher knowledge, our ambition is to discuss the potential educational consequences of the epistemological assumptions underlying specific learning outcomes. From the total number of 224 learning outcomes described in the curriculum documents, different types of knowledge were identified and clustered together into the following themes: Teaching PE, Interpreting curriculum documents, Physical movement skills, Science, Social health, Pedagogy, Critical inquiry, and Research methods. In most of the identified themes, learning outcomes are formulated with an integrated perspective on so called performance knowledge and propositional knowledge. However, particularly in the themes Science and Physical movement skills, two very influential themes, the concept of knowledge is limited and unilateral in relation to ideas of different forms of teacher knowledge. Drawing on the work of Tinning, we offer an explanation as to how teacher knowledge in the themes Science and Physical movement skills, emanating from behaviouristic and craft knowledge orientations, is formulated.

Research indicates that Physical Education Teacher Education (PETE) has only limited impact on how physical education (PE) is taught in schools. This paper offers possible explanations for the difficulties of influencing subject traditions in PE through analysing PETE curriculum documents. The purpose is show how knowledge is expressed through learning outcomes in local curriculum documents at six PETE institutions in Sweden. Inspired by Fenstermacher’s ideas about teacher knowledge, our ambition is to discuss the potential educational consequences of the epistemological assumptions underlying specific learning outcomes. From the total number of 224 learning outcomes described in the curriculum documents, different types of knowledge were identified and clustered together into the following themes: Teaching PE, Interpreting curriculum documents, Physical movement skills, Science, Social health, Pedagogy, Critical inquiry, and Research methods. In most of the identified themes, learning outcomes are formulated with an integrated perspective on so called performance knowledge and propositional knowledge. However, particularly in the themes Science and Physical movement skills, two very influential themes, the concept of knowledge is limited and unilateral in relation to ideas of different forms of teacher knowledge. Drawing on the work of Tinning, we offer an explanation as to how teacher knowledge in the themes Science and Physical movement skills, emanating from behaviouristic and craft knowledge orientations, is formulated.

In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers. The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper. The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication. The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.

Background: In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers.

Purpose: The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper.

Methodology: The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication.

Results and Conclusions: The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.

Background: In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers.

Purpose: The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper.

Methodology: The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication.

Results and Conclusions: The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.

In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers. The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper. The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication. The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.

Background: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been well-received in educational contexts, these models seek to extend students’ capacities within a limited number of ‘human activities’ (Arendt, 1958). The activity of human practising, which is concerned with the improvement of the self, is not explicitly dealt with by current models.

Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education.

Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model.

Discussion: The model’s potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered.

Conclusion: The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper.

Background: Physical educators currently have a number of pedagogical(or curricular) models at their disposal. While existing models have beenwell-received in educational contexts, these models seek to extendstudents’ capacities within a limited number of ‘human activities’(Arendt, 1958). The activity of human practising, which is concerned withthe improvement of the self, is not explicitly dealt with by current models.Purpose: The aim of the paper is to outline how a model of humanpractising related to movement capability could be enacted in physicaleducation.Findings: Building on a theoretical exposition of human practisingpresented in a separate paper, this paper provides a practically orienteddiscussion related to: (1) the general learning outcomes as well asteaching and learning strategies of the model; (2) an outline of fiveactivities that describe how the model could be implemented; and (3)the non-negotiable features of the model.Discussion: The model’s potential contribution to the ongoingrevitalization of PE as an institutionalized educational practice isdiscussed. Points concerning how the model relates to wider physicalcultures, its position regarding transfer of learning, standards ofexcellence, and social and cultural transmission are considered.Conclusion: The paper is concluded with some reflections onpedagogical models generally and how they relate to the pedagogicalmodel of practising movement capability presented in this paper.

Background: Group work is often used in Physical Education (and Health – HPE). In this paper, we propose that despite: (1) its widespread use; (2) advances surrounding HPE models that utilize group strategies; and (3) a significant amount of literature dealing with group work in other school subjects, we do not have a particularly good theoretical understanding of group learning in HPE.

Purpose: The purpose of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory that relate to the zone of proximal development (ZPD); namely that in learning situations: (i) group members engage in shared communication; (ii) expert–novice relationships can develop and change during group activities and (iii) constructing knowledge can be thought of as reaching agreement.

Participants and setting: Empirical material was generated with eight different HPE classes in lower and upper secondary schools in Sweden. Schools were selected in a way that maximized variation and were distributed across four geographic locations with varying sizes and types of communities.

Data collection: Observational material was produced at each of the sites with the use of two cameras: one stationary and the other mobile. Stationary filming maintained a wideangled focus and captured the entire class. Mobile filming focused on different groups working within the classes. During mobile filming, between two and five students were generally in the frame and filming was directed at sequences in which a group of students worked together on a specific task.

Data analysis: Analysis of the data focused on two kinds of incidents. The first

comprised a sequence in which two or more students were interacting to complete a

task which they could not immediately do and were engaged in collective

signification by talking about or doing the activity in mutually compatible ways.

These conditions were sufficient in our view to signal the creation of a ZPD. The

second kind of incident fulfilled the first criteria but not the second – i.e. the students

were interacting but not in mutually compatible ways.

Findings: A post-Vygotskian interpretation of three group work sequences draws

attention to: (i) the flexible and fluid nature of ‘expertness’ as it exists within groups;

(ii) the unpredictable nature of member interactions and (iii) the challenging role that

teachers occupy while trying to facilitate group work.

Conclusion: Such an interpretation contributes to a growing understanding of group

work and helps HPE practitioners to make the most of a teaching strategy which is

already used widely in schools.

Background: Group work is often used in Physical Education (and Health – HPE). In this paper, we propose that despite: (1) its widespread use; (2) advances surrounding HPE models that utilize group strategies; and (3) a significant amount of literature dealing with group work in other school subjects, we do not have a particularly good theoretical understanding of group learning in HPE.

Purpose: The purpose of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory that relate to the zone of proximal development (ZPD); namely that in learning situations: (i) group members engage in shared communication; (ii) expert–novice relationships can develop and change during group activities and (iii) constructing knowledge can be thought of as reaching agreement.

Participants and setting: Empirical material was generated with eight different HPE classes in lower and upper secondary schools in Sweden. Schools were selected in a way that maximized variation and were distributed across four geographic locations with varying sizes and types of communities.

Data collection: Observational material was produced at each of the sites with the use of two cameras: one stationary and the other mobile. Stationary filming maintained a wideangled focus and captured the entire class. Mobile filming focused on different groups working within the classes. During mobile filming, between two and five students were generally in the frame and filming was directed at sequences in which a group of students worked together on a specific task.

Data analysis: Analysis of the data focused on two kinds of incidents. The first

comprised a sequence in which two or more students were interacting to complete a

task which they could not immediately do and were engaged in collective

signification by talking about or doing the activity in mutually compatible ways.

These conditions were sufficient in our view to signal the creation of a ZPD. The

second kind of incident fulfilled the first criteria but not the second – i.e. the students

were interacting but not in mutually compatible ways.

Findings: A post-Vygotskian interpretation of three group work sequences draws

attention to: (i) the flexible and fluid nature of ‘expertness’ as it exists within groups;

(ii) the unpredictable nature of member interactions and (iii) the challenging role that

teachers occupy while trying to facilitate group work.

Conclusion: Such an interpretation contributes to a growing understanding of group

work and helps HPE practitioners to make the most of a teaching strategy which is

already used widely in schools.

Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers' bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject.

Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic.

Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin's concept of speech genres, and Wertsch's concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years).

Findings: Data suggest that when teachers use an 'athletic-looking teacher as healthy role model' speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success.

Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre.

Conclusion: The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers' bodies and pedagogies.

Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers' bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject.

Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic.

Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin's concept of speech genres, and Wertsch's concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years).

Findings: Data suggest that when teachers use an 'athletic-looking teacher as healthy role model' speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success.

Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre.

Conclusion: The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers' bodies and pedagogies.

Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers’ bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject. Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic. Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin’s concept of speech genres, and Wertsch’s concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years). Findings: Data suggest that when teachers use an ‘athletic-looking teacher as healthy role model’ speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success. Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre. Conclusion: The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers’ bodies and pedagogies.

Background: High-performance sport has been described as a formative environment through which athletes learn sporting skills but also develop athletic selves. Within this process, career movements related to selection for and de-selection from representative teams constitute critical moments. Further, retirement from sport can be problematic as the athletic self becomes ‘obsolete’. This dilemma is acute in sports that demand an early entry, extreme time investments and a high risk of retirement before adulthood. Women's artistic gymnastics (WAG) is such a sport.

Purpose and scope: This article considers an artistic gymnast's (Marie) experiences of movement into and out of this sport. Marie's construction and reconstruction of her athletic self when she entered gymnastics at the age of six, relocated to a different city in order to train with the national team at the age of 15, and retired from the sport one year later receives particular attention.

Method and theoretical perspective: An in-depth biographical interview was conducted with Marie. Further, the first author's personal knowledge of this gymnast's career experiences was used for contextualisation. The analysis of data involved the identification of learning outcomes during her time in high-performance WAG and post-retirement. Storied accounts surrounding the key learning experiences were compiled. In order to understand Marie's learning, cultural perspective of learning developed by education scholars and the respective metaphors of ‘learning as becoming’ and ‘horizons for action’ and ‘horizons of learning’ are employed.

Findings: Marie's choice of relocating to train with the national team involved her assuming a temporary orientation towards the requirements of the high-performance WAG context she entered. To achieve this, Marie suppressed the dispositions she had brought to this setting and adjusted her training philosophy, relationship with her coach, diet and socialising. Further, despite Marie intending to only momentarily adjust to the practices of the high-performance context, her learning was deep. Upon retiring from gymnastics, she could not leave the high-performance gymnastics self behind. The subsequent process to adjust to life without gymnastics was difficult and testing, and could only be realised with professional treatment.

Conclusion: Learning in sport is not limited to athletic skills. Athletes’ selves are formed in interaction with sporting contexts and actors. This embodiment can become durable and cause significant conflict when moving out of sport. To handle life without sport, adjustment may be challenging and lengthy.

Recommendations: Sporting cultures should allow for more interactive learning and athlete diversity. Coaching practices that allow athletes to voice difficulties should be provided. Athletes should be encouraged to reflect upon their sporting experiences and upon leaving high-performance sport, should be (professionally) supported.

Background: Physical education (PE) teachers in practically all countries are expected to help their students develop movement capability. To achieve this objective, teachers need certain knowledge and competencies. The question of how PE teachers should develop their capacities to achieve this task has received only limited research attention.

Aim: The broad objective of this paper is to contribute to the literature on how PE teachers can develop knowledge and competencies in the area of movement capability related to students' learning. The specific aim is to identify aspects of the design of instruction in physical education that enhance teachers' actor-oriented transfer of movement pedagogy knowledge, during a collaborative professional development intervention.

Method: The study is an analysis of three conducted learning studies in PE at upper secondary schools in Sweden. The studies involved seven PE teachers from two different schools. Our empirical material consists of (a) notes from team meetings (n = 14), (b) lesson plans (n = 9), (c) video-recorded and transcribed lessons (n = 9), and (d) results of students' learning outcomes (n = 9).

Findings: PE teachers' analysis of their own teaching sequences in teams supported their actor-oriented transfer of movement pedagogy knowledge, which developed their abilities to further elaborate their instruction in new teaching situations. Moreover, teachers gained insights into how to further develop the quality of instructional design as expansions of earlier experiences. Lastly, a relationship between PE teachers' actor-oriented transfer and students' increased learning of movements was found.

Conclusion: Our conclusion is that collaborative professional development for PE teachers, which supports actor-oriented transfer, should be offered to enhance teachers' movement pedagogy knowledge.

Background Physical education (PE) teachers in practically all countries are expected to help their students develop movement capability. To achieve this objective, teachers need certain knowledge and competencies. The question of how PE teachers should develop their capacities to achieve this task has received only limited research attention. Aim The broad objective of this paper is to contribute to the literature on how PE teachers can develop knowledge and competencies in the area of movement capability related to students' learning. The specific aim is to identify aspects of the design of instruction in physical education that enhance teachers' actor-oriented transfer of movement pedagogy knowledge, during a collaborative professional development intervention. Method The study is an analysis of three conducted learning studies in PE at upper secondary schools in Sweden. The studies involved seven PE teachers from two different schools. Our empirical material consists of (a) notes from team meetings (n = 14), (b) lesson plans (n = 9), (c) video-recorded and transcribed lessons (n = 9), and (d) results of students' learning outcomes (n = 9). Findings PE teachers' analysis of their own teaching sequences in teams supported their actor-oriented transfer of movement pedagogy knowledge, which developed their abilities to further elaborate their instruction in new teaching situations. Moreover, teachers gained insights into how to further develop the quality of instructional design as expansions of earlier experiences. Lastly, a relationship between PE teachers' actor-oriented transfer and students' increased learning of movements was found. Conclusion Our conclusion is that collaborative professional development for PE teachers, which supports actor-oriented transfer, should be offered to enhance teachers' movement pedagogy knowledge.

Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n=439). Groups included students with 1.A diagnosed disability, 2.Low grades in PE (D-F) and 3.High grades (A-C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n=25). Relationships between student self-reports and PE-teachers' self-ratings were investigated. Also examined was the potential to which students' functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n=121).Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D-F group scored lower and the A-C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A-C group.Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D-F group and likely promote a positive learning environment.

Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.

Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n = 439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n = 25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n = 121).

Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.

Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment.

Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n=439). Groups included students with 1.A diagnosed disability, 2.Low grades in PE (D-F) and 3.High grades (A-C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n=25). Relationships between student self-reports and PE-teachers self-ratings were investigated. Also examined was the potential to which students functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n=121).Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D-F group scored lower and the A-C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A-C group.Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D-F group and likely promote a positive learning environment.

Background

Although the theory/practice dualism seems difficult to deal with in physical education (PE) practice, this paper posits that there are ways in which teachers can enable students to develop holistic competencies that encapsulate elements of both theoretical and practical knowledge. We therefore seek to rethink the relationship between theory and practice in PE practice and present ways in which PE teachers can connect these forms of knowledge with their students. We do so by looking at one of the historically most favoured means of bridging theory and practice: reflection.

Purpose

The purpose of this paper is to contribute with knowledge about student reflection in PE practice. First, we discuss the concept of reflection to clarify how student reflection might be understood in the embodied and situated context of PE practice. Then, we reconceptualise reflection in a way that might enable teachers to bridge the gap between theory and practice in new and hopefully fruitful ways with their students.

Theory and methods

We draw on various theoretical traditions on reflection to present a reconceptualisation of reflection that encapsulates the practical, situated and embodied nature of PE.

Theoretical discussion

We present the following four key ideas pertaining to reflection that together create a framework for conceptualising student reflection in the PE context: 1) Why reflection is important: a matter of intelligent practice; 2) Students must learn to reflect – in relation to what?; 3) What should students reflect on?; and 4) The how questions: creating conditions for reflections through indeterminate situations. Drawing on these four key ideas, we present an example of how our theoretical discussions can form the following three intertwined principles for a pedagogy of student reflection in PE practice for PE teachers moving beyond a theory-and-practice divide in PE: 1) a pedagogy of becoming through reflection; 2) a pedagogy of reflecting on the plurality of embodied and situated meaning; and 3) a reflective pedagogy of enquiry and discovery.

Conclusion

Throughout this paper, we argue that students need to learn to reflect, we suggested how reflection could be facilitated and we proposed that the why(s), what(s) and how(s) should be the objects of student reflection in PE. It is necessary to highlight that our suggestions for a pedagogy of student reflection are not complete nor definite but could serve as points of departure for future discussions of student reflection in PE.

Background: Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for change. Importantly, and despite the 'newness' of the terms, 'pedagogical models' and 'Models-based Practice' (MbP) are beginning to shape the vocabulary of physical education and sport pedagogy. Purpose: To ask what happens if we take some of the 'good stuff associated with models and apply it in a different way while also taking some of the critical points raised towards models into consideration. Put simply, we (as scholars with different views on MbP) want to step off the beaten track to take a road less travelled and engage in a respectful, agonistic debate about the 'M' and the 'P' in MbP. Key arguments: From a practical perspective, the diversity of the language used in describing models and practices in physical education indicates both a growing excellence and tradition in the field and a degree of confusion. A number of phrases are currently used to identify the same concept with individuals unaware of alternative language use. At the heart of this paper lies the manner in which one interprets the use of the terms 'model', 'practice' and 'practise'. Discussion: Given the 'hope' inherent in pedagogical model development and implementation, we acknowledge that many of the negative or unintended consequences often arise as a result of the 'happening' both in research and in practice. However, by thinking in terms of what it is in students' actions that teachers and researchers should pay attention to in order for them to see what students learn, and in what direction this learning is developing, we are better able to see the outcomes of using MbP. In this way, the hope embedded in the chosen model, and the happenings teachers or researchers aspire to see, could be better aligned. Modelling and practicing through the focus on adaption and negotiation in various complex contexts has the potential to expand the field more than blueprints that potentially narrow the field. Conclusions: By recognising the dangers inherent in an essentialist notion of models (i.e. by nouning or proper nouning them), and by remembering the roles set aside for teachers in the development of pedagogical models, it is important that the practising of MbP always retains a very real sense of becoming. By continuing to problematize the M and the P, and by engaging in respectful and agonistic debate, we are better able to unite the hope and the happening of MbP.

Background: Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for change. Importantly, and despite the 'newness' of the terms, 'pedagogical models' and 'Models-based Practice' (MbP) are beginning to shape the vocabulary of physical education and sport pedagogy.

Purpose: To ask what happens if we take some of the 'good stuff associated with models and apply it in a different way while also taking some of the critical points raised towards models into consideration. Put simply, we (as scholars with different views on MbP) want to step off the beaten track to take a road less travelled and engage in a respectful, agonistic debate about the 'M' and the 'P' in MbP.

Key arguments: From a practical perspective, the diversity of the language used in describing models and practices in physical education indicates both a growing excellence and tradition in the field and a degree of confusion. A number of phrases are currently used to identify the same concept with individuals unaware of alternative language use. At the heart of this paper lies the manner in which one interprets the use of the terms 'model', 'practice' and 'practise'.

Discussion: Given the 'hope' inherent in pedagogical model development and implementation, we acknowledge that many of the negative or unintended consequences often arise as a result of the 'happening' both in research and in practice. However, by thinking in terms of what it is in students' actions that teachers and researchers should pay attention to in order for them to see what students learn, and in what direction this learning is developing, we are better able to see the outcomes of using MbP. In this way, the hope embedded in the chosen model, and the happenings teachers or researchers aspire to see, could be better aligned. Modelling and practicing through the focus on adaption and negotiation in various complex contexts has the potential to expand the field more than blueprints that potentially narrow the field.

Conclusions: By recognising the dangers inherent in an essentialist notion of models (i.e. by nouning or proper nouning them), and by remembering the roles set aside for teachers in the development of pedagogical models, it is important that the practising of MbP always retains a very real sense of becoming. By continuing to problematize the M and the P, and by engaging in respectful and agonistic debate, we are better able to unite the hope and the happening of MbP.

Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students’ perceptions of Physical Education (PE).

Purpose: The aim of this study was to investigate refugee-background students’ perceptions of PE in Swedish high schools, using a salutogenic approach.

Participants and settings: This qualitative study was conducted in two Swedish high schools and involved eleven students from refugee backgrounds aged 16–18 years (seven boys and four girls) who originated from a variety of countries including Afghanistan, Syria, Somalia, Ethiopia and Albania.

Data collection/analysis: A total of 11 semi-structured interviews were conducted, and the interviews were systematically coded and analyzed using the sense of coherence (SOC) components as analytical tools.

Findings: Three themes were identified that captured the students’ perceptions and experiences: (1) PE was perceived as more meaningful in Sweden than in their country of origin due to short-term benefits (e.g. social interaction with friends, and improving personal health and wellbeing) and long-term benefits (e.g. learning for the future); (2) understanding the rules and purpose of the activities helped students to better comprehend the experiences acquired in PE and communicate with others; and (3) constructive social relationships with teachers and classmates were an essential resource in order to make PE manageable.

Implications: We suggest that strengths-based approaches should be recognized and incorporated into PE in order to facilitate health promoting factors and wellbeing among students from refugee backgrounds.

Purpose: The purpose of this conceptual article is to explore how Bernstein's concepts can further our understanding of the internal structure of knowledge informing physical education (PE) and the transmission of knowledge from its site of production into the school subject. In the process of constructing a school subject, knowledge is chosen and decontextualised from where it is produced and then recontextualised into the pedagogic context. This process involves a subjective selection of what is valued as important knowledge. That which is stipulated in the curriculum is regarded as legitimate knowledge worth transmitting to the younger generation. This article offers a deepened understanding of the organising principles of knowledge and the transformation of knowledge into the recontextualised field of PE.Background: The subject of PE has been legitimised in various ways over time, yet in many parts of the world PE as a school subject remains under discussion. Competing ideas have appeared over the years about what constitutes PE, and these have been compared and contrasted with each other. Researchers in the field are concerned with a range of different yet related issues regarding the aim of the subject, the relevance of the content knowledge, and the legitimacy of PE as a school subject.Key concepts: Bernstein's concepts ofpedagogic deviceandknowledge structureswill be applied as explanatory frameworks. The current PE syllabus and support documents in Sweden serve as examples to illustrate how the use of these two overarching concepts can help deepen the understanding of the internal structure of knowledge informing PE and the transmission of knowledge from its site of production into the school subject.Conclusion: This article demonstrates how applying Bernstein's concepts as an explanatory framework helps identify the characteristics of the knowledge that informs PE and the origin and site of this knowledge. PE appears to be informed by a wide range of different knowledge domains, with each one possessing its own knowledge structure with different characteristics and ways of constructing knowledge. The article suggests that an understanding of the complexity of knowledge informing PE must be taken into consideration in the debate about the subject.

Background: Many studies have found that Physical Education and Health (PEH) is a popular subject among the majority of pupils. Still, there is an on-going discussion concerning the aim of PEH and what legitimises it as a school subject. It is difficult to identify what knowledge appears as legitimate within PEH, and this creates conflicts within the field. Purpose: The main purpose of this study is to contribute to the on-going debate regarding the knowledge content and the identity problems described in PEH. The conceptual framework used is curriculum theory, inspired by Bernstein's and Lundgren's theoretical work on the social construction of knowledge and the relationship between the production and reproduction of curricular knowledge, further developed by Linde. The specific research questions are the following: (1) What knowledge appears as legitimate in the subject in Sweden on these three levels: In the syllabus, as viewed by teachers, and during the realisation of lessons? (2) What are the similarities and differences between these levels with regard to legitimate subject knowledge? (3) Can we understand the described identity problem in the subject with the help of what knowledge appears legitimate? Research design and data collection: The data used originate from three empirical materials obtained in Sweden from 2003 to 2005: the syllabus valid for compulsory school (i.e. Lpo 94) at the time the interviews and observations took place, material from semi-structured interviews with six PEH teachers who teach year 9 in four different secondary schools, and information from 20 videotaped PEH lessons taught by the interviewed teachers. Findings: The results indicate that one can distinguish two largely dissimilar objects of learning which differ most markedly between the field of formulation and the field of transformation and realisation. The content knowledge of the field of formulation is largely reformulated in the field of transformation, but no major change takes place from the field of transformation to the field of realisation. The ‘formulated object of learning’ primarily comprises functional physical exercise, conceptual development, and the understanding of health and lifestyles. The ‘realised object of learning’ consists of formalised sport and physical exercise, with a minor focus on conceptual development. Conclusions: Since two largely different objects of learning emerge in the subject, consensus is low regarding what knowledge is considered legitimate; the knowledge domain on the primary field most likely differs between the two arenas. A main problem for PEH in trying to gain legitimacy is that there are many different actors in the primary field who are related to and have interest in the subject and the knowledge basis of the subject derives from several different academic disciplines and from non-academic ones.

Background: There is a global consensus that stimulating and fostering children's creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which to develop creativity. Existing studies have suggested, however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning. Scholars have claimed that teaching pre-arranged dances with predetermined movement outcomes dominate dance teaching in PE. Furthermore, studies have asserted that the overarching regulative principles of PE and PETE that privilege sport skills and physical exercise hinder creative movement learning. Still, dance teaching is frequently seen as part of expressive dance teaching in PE and PETE and is regarded as holding potential in the area of education for creativity. Little scholarly attention has been given to how teacher educators approach creative aspects in dance teaching.

Purpose: This article aims to create insights into how PETE teacher educators understand and work with creative aspects of dance in their educational practice.

Method and theory: To address our aim, we investigate how teacher educators describe their teaching of creative aspects of dance. To do this, empirical material was generated through qualitative interviews with PE teacher educators from each of the PETE institutions in Sweden. The theoretical concepts of smooth and striated spaces and experimentation by Gilles Deleuze and Felix Guattari were used to guide the analysis of how the PETE educators described their teaching of creative aspects of dance. Deleuze and Guattari developed a framework that concerned questions of creativity and newness. Despite this conceptual framework having not yet been used in dance education in PE and PETE, their writing fits well when analysing questions of creativity in an educational context.

Findings: We identified three major themes relating to creativity in the empirical material: (a) creative aspects of expressive dance; (b) challenges that teacher educators face when introducing movement exploration in expressive dance to their students, and; (c) the teacher educators' pedagogical work with students.

Discussion: The results of this study show that teaching expressive dance can take teaching in PE and PETE in new directions. The results provide insights into alternative ways of teaching in these educational settings that can counter the dominant ways of teaching dance. Results suggest that teacher educators operate in various striated spaces that are shaped by expectations and conventions. In such spaces, the educators aim to create momentary passages of smoothening that open up for experimentation and the development of students' creativity. The results also suggest that expressive dance in PE and PETE emphasizes creative movement learning through which students learn to operate within new and unpredictable situations.

Background

There is a global consensus that stimulating and fostering children’s creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which to develop creativity. Existing studies have suggested, however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning. Scholars have claimed that teaching pre-arranged dances with predetermined movement outcomes dominate dance teaching in PE. Furthermore, studies have asserted that the overarching regulative principles of PE and PETE that privilege sport skills and physical exercise hinder creative movement learning. Still, dance teaching is frequently seen as part of expressive dance teaching in PE and PETE and is regarded as holding potential in the area of education for creativity. Little scholarly attention has been given to how teacher educators approach creative aspects in dance teaching.

Purpose

This article aims to create insights into how PETE teacher educators understand and work with creative aspects of dance in their educational practice.

Method and theory

To address our aim, we investigate how teacher educators describe their teaching of creative aspects of dance. To do this, empirical material was generated through qualitative interviews with PE teacher educators from each of the PETE institutions in Sweden. The theoretical concepts of smooth and striated spaces and experimentation by Gilles Deleuze and Félix Guattari were used to guide the analysis of how the PETE educators described their teaching of creative aspects of dance. Deleuze and Guattari developed a framework that concerned questions of creativity and newness. Despite this conceptual framework having not yet been used in dance education in PE and PETE, their writing fits well when analysing questions of creativity in an educational context.

Findings

We identified three major themes relating to creativity in the empirical material: (a) creative aspects of expressive dance; (b) challenges that teacher educators face when introducing movement exploration in expressive dance to their students, and; (c) the teacher educators’ pedagogical work with students.

Discussion

The results of this study show that teaching expressive dance can take teaching in PE and PETE in new directions. The results provide insights into alternative ways of teaching in these educational settings that can counter the dominant ways of teaching dance. Results suggest that teacher educators operate in various striated spaces that are shaped by expectations and conventions. In such spaces, the educators aim to create momentary passages of smoothening that open up for experimentation and the development of students’ creativity. The results also suggest that expressive dance in PE and PETE emphasizes creative movement learning through which students learn to operate within new and unpredictable situations.

Background: Studies have shown that some children do not participate in sport or exercise because they did not establish early coordination and basic motor skills while at school. Basic motor skills form significant parts of the goals for students to achieve in the Swedish school subject Physical Education and Health (PEH). Aims: The aim was to study effects of an extension of physical activity and motor training, during a period of nine years, on motor skills and marks in the school subject PEH. Furthermore, a motor training program called Motor Development as Ground for Learning [Motorisk Utveckling som Grund för Inlärning] (MUGI) was tested and evaluated. Method: The study is longitudinal and two groups of students were followed during nine school years. At the start of the project the students were seven years old, and 15 years old at the follow-up. An intervention group (n = 161) had one scheduled lesson of physical activity and motor training every school day. A control group (n = 102) had the school's usual two PEH lessons per week. Motor skills observations were carried out in the school years 1, 2, 3, and 9 according to the MUGI checklists. Extra motor skill training, according to the MUGI model, was given to students in the intervention group who had motor skills deficits. The method was hypothetic-deductive and two hypotheses were tested: (1) Students' motor skills will improve with extended PEH and extra motor training according to the MUGI model, and (2) boys' and girls' marks in PEH will improve with extended PEH and extra motor training in school. Findings: The results confirmed the hypothesis that students' motor skills improve with extended physical activity and motor training. After only one year the students in the intervention group had significantly better motor skills (balance and coordination) than students in the control group. These differences remained and were also found at follow-up school years 3 and 9. Differences in motor skills between boys and girls decreased with extended physical activity and extra motor training in school. Significant correlations were found between motor skills school year 2, 3, and 9 and marks in PEH school year 9. The second hypothesis was confirmed by significantly higher marks in the school subject PEH school year 9 in the intervention than in the control group. Although there were no significant differences in motor skills between boys and girls in school year 9, girls had significantly lower marks in PEH than boys. Conclusions: The school has good potential for stimulating students' development of motor skills, but two lessons of PEH per week are not enough. Differences in motor skills between boys and girls may decrease with extended physical activity and extra motor training in school. The MUGI program can be useful as a pedagogic model for observing and improving motor skills in school.

Background: Many students leave compulsory school without being qualified to apply for national upper secondary school programmes. Despite efforts, the number of unqualified students in Sweden has increased. Grades from compulsory school have direct implications for students' educational futures and the requirement to qualify for an upper secondary school programme is at least the grade G (pass), in the subjects Swedish/Swedish as a second language, Mathematics, and English. Earlier research shows that the amount of physical activity, students' motor skills, and grades in Physical Education can have an impact on school achievements, but no study has examined the relationships of these factors in this particular group of students. Purpose: The aim was to study relationships between physical activity and school performance among Swedish compulsory school students who fail to achieve sufficient grades to move on to upper secondary school (about one in five students in the city of Malmö). Method: The population consisted of 389 students of which 76% (147 male, and 146 female) participated in a web inquiry. For statistical analyses of the responses, the Statistical Package for the Social Sciences program was used. Non-parametric tests (Chi-squared, Kruskal–Wallis, and Mann–Whitney) were used to study differences between groups, and Spearman's rank correlation and Pearson's product moment correlation were used for correlation analyses. Findings: The results show that less than 50% were physically active in the school subject physical education and health (PEH), and 14% never participated. Forty-five per cent were never physically active during their spare time. Twenty-nine per cent failed to reach the goals in PEH. Nine per cent (14% of boys, and 4% of girls), received the highest grade in PEH: pass with special distinction. Significant correlations were found between the level of physical activity and grade in PEH, as well as between physical activity and total grades. Grades in PEH correlated with grades in Swedish, Mathematics, and English. Students who responded that they skipped lessons once a week or more, had significantly lower grades in PEH and in total than students who never or less often skipped school lessons. Students who had good self-esteem (n = 162) were significantly more physically active than those who had low self-esteem (n = 32). Their answers to the question, ‘How physically active were you during school year 9?’ showed that they moved and became breathless and sweaty more than students who had lower self-esteem. They also did sports/exercise significantly more both in and outside of sports clubs. Conclusion: The findings of the relatively low levels of physical activity and the significant correlation between physical activity and school performance indicate the importance of examining how schools can improve students' self-esteem and motivation to be physically active and participate in PEH and other lessons.

Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers’ experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu’s concept of habitus.

Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016.

Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs’ experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students’ PE subject studies.

Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils’ character and promote healthy behaviours. The PSTs’ background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change.

Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession.

Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject [Pringle, R. (2010). “Finding Pleasure in Physical Education: A Critical Examination of the Educative Value of Positive Movement Affects.”Quest62: 119–134]. Further, since pleasure is linked to power [Foucault, M. (1980).Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. New York: Pantheon; Gerdin, G., and R. Pringle. (2015). “The Politics of Pleasure: An Ethnographic Examination Exploring the Dominance of the Multi-Activity Sport-Based Physical Education Model.”Sport, Education and Society. doi:10.1080/13573322.2015.1019448] it is in fact not entirely straightforward to legitimise the educational value of PE in relation to pleasure.

Purpose: In this paper, we explore how a group of boys derive pleasures from their involvement in PE, but also how these power-induced pleasures are integral to gender normalisation processes. The findings presented are particularly discussed in terms of inclusive/exclusive pedagogical practices related to gender, bodies and pleasures.

Research setting and participants: The research setting was a single-sex, boys’ secondary school in Auckland, New Zealand. Participants in this study were 60 Year 10 (age 14–15) students from two PE classes.

Data collection and analysis: Using a visual ethnographic approach [Pink, S. (2007).Doing Visual Ethnography. London: Sage] involving observations and video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The data were analysed using (a visually oriented) discourse analysis [Foucault, M. (1998). “Foucault.” InMichel Foucault. Aesthetics, Method and Epistemology, edited by J. D. Faubion, 459–463. New York: The New Press; Rose, G. (2007).Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: Sage].

Findings: By elucidating the discursive practices of PE in this setting and employing (Butler, J. (1993).Bodies that Matter: On the Discursive Limits of ‘Sex’. New York: Routledge] concept of ‘materialisation’, we suggest that boy’s bodies materialise as productive and pleasurable or displeasurable bodies through submitting/subjecting to certain bodily regimes, developing embodied mastery when it comes to certain sports, and displaying bodies in particular ways. The analysis indicate that the discursive practices of PE contribute to boys’ bodies materialising as pleasurable or displeasurable and the (re)production of gender in the subject as shaped by discourse and the productive effect of power.

Discussion and conclusions: In line with [Gard, M. (2008). “When a Boy’s Gotta Dance: New Masculinities, Old Pleasures.”Sport, Education and Society13 (2): 181–193], we conclude that the focus on certain discursively constructed bodily practices at the same time continues to restrict the production of a diversity of bodily movement pleasures. Hence, traditional gender patterns are reproduced through a selection of particular sports/physical activities that all the students are expected to participate in. We propose that the ongoing constitution of privileged forms of masculinity, masculine bodies and masculine pleasures as related to fitness, health and sport and (certain) boys’ subsequent exercise of power in PE needs further critical examination. 

Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject (Pringle, 2010). Further, since pleasure is linked to power (Foucault, 1980; Gerdin & Pringle, 2015) it is in fact not entirely straightforward to legitimise the educational value of PE in relation to pleasure.

Purpose: In this paper, we explore how a group of boys derive pleasures from their involvement in PE, but also how these power-induced pleasures are integral to gender normalisation processes. The findings presented are particularly discussed in terms of inclusive/exclusive pedagogical practices related to gender, bodies and pleasures.

Research setting and participants: The research setting was a single-sex, boys’ secondary school in Auckland, New Zealand. Participants in this study were 60 Year 10 (age 14-15) students from two PE classes.

Data collection and analysis: Using a visual ethnographic approach (Pink, 2007) involving observations and video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The data was analysed using (a visually oriented) discourse analysis (Foucault, 1998; Rose, 2007).

Findings: By elucidating the discursive practices of PE in this setting and employing Butler’s (1993) concept of ‘materialisation’, we suggest that boy’s bodies materialise as productive and pleasurable or displeasurable bodies through submitting/subjecting to certain bodily regimes, developing embodied mastery when it comes to certain sports, and displaying bodies in particular ways. The analysis indicate that the discursive practices of PE contribute to boys’ bodies materialising as pleasurable or dis-pleasurable and the (re)production of gender in the subject as shaped by discourse and the productive effect of power.

Discussion and conclusions: In line with Gard (2008) we conclude that the focus on certain discursively constructed bodily practices at the same time continues to restrict the production of a diversity of bodily movement pleasures. Hence, traditional gender patterns are reproduced through a selection of particular sports/physical activities that all the students are expected to participate in. We propose that the ongoing constitution of privileged forms of masculinity, masculine bodies and masculine pleasures as related to fitness, health and sport and (certain) boys’ subsequent exercise of power in PE needs further critical examination.