Dette er starten på en serie med podcast episoder som tar for seg forskning i kroppsøving. Det er gjennom mange år gjort mye forskning av høy kvalitet og av stor nytteverdi for faget, lærere, elever og skoler, men ofte blir ikke forskningen hverken tilgjengelig for aktuelle mottakere eller forstått.
Denne serien med podcaster er et forsøk på å gjøre forskningen mer folkelig, forståelig og nærmere skolen, lærere og elever.
I forkant av hver episode vil jeg her oppfordre lyttere å lese selve artikkelen før de hører episoden for å få best mulig utbytte. Dette kan også være et godt utgangspunkt å ta for lærergrupper om dere jobber med faglig utvikling i fagteam på skolen eller innad i fagnettverk i kommune eller fylke. Oppfordringen er herved gitt 🙂
Førte episode: Reidar Säfvenbom med kolleger publiserte en artikkel i 2014 som het Attitudes toward and motivation for PE: Who collects the benefits of the subject?. Som tittelen tilsier så er dette en meget aktuell artikkel som omhandler sentrale aspekter ved kroppsøving. Innstilling og motivasjon til faget og får alle elever et godt utbytte? Les artikkelen først og hør episoden etterpå. Så oppfordrer jeg til diskusjon i kollegiet og gjerne kommentarer under her.
Referanse til artikkelen:
Säfvenbom, R., Haugen, T., & Bulie, M. (2014). Attitudes toward and motivation for PE: Who collects the benefits of the subject? Physical Education and Sport Pedagogy, 20(6), 629-646. https://doi.org/10.1080/17408989.2014.892063
Den kan også leses på Researchgate.
Om du ikke får tilgang til å se artikkelen på lenkene over så kan du lese et sammendrag her:
Background and purpose: Due to attitudinal and motivational aims in the national curriculum, and to lack of research on adolescents’ experiences with physical education (PE) in Norway, the purposes of this study were to (1) attain data on attitudes toward PE and self-determined motivation for PE among a representative sample of adolescents (N ¼ 2010) in middle school (grade 8–10/age 13–15) and high school (grade 11–13/age 16–19) in Norway, and (2) to explore the relationship between involvement in movement activities outside school and self-determined motivation in PE. Findings: The results showed that 43% of the adolescents were not happy with how PE is taught in Norwegian schools, and that the variance in motivational regulations among students was substantial. Females reported a less positive attitude toward PE compared to males, and positive attitude tends to decrease with age for both sexes, both of which go against the intentions stated in the Norwegian core curriculum and in the PEcurriculum. However, the results showed that adolescents who reported involvement in organized competitive youth sports outside school reported significantly higher scores on attitude to PE and on self-determined motivation for PE compared to those who were not, even when eagerness to be involved in movement activity was controlled for. The results indicate that it is not gender per se that differentiates females from males with regard to self-determined motivation in PE, but rather their experience with competitive youth sports. Conclusions: The study concludes that PE in Norway seems to favor students, and female students in particular, who are involved in competitive youth sports. Based on the results, it is hypothesized that PE coincides with the logic of competitive youth sports, that youth sport participants reap most of the benefits of PE, and thus, that PE may produce social inequity in health. In accordance with proposals from Van den Berghe et al., the results on motivation in particular are integrated in a broader pedagogical discussion. It is claimed that PE is experienced in context, and that research on adolescents’ experiences of PE, and thus development through PE, should be approached from a relational developmental systems perspective
