Tag: Marie Öhman

Den här studien undersöker nyanlända kvinnors erfarenheter av att delta i simundervisning och vilken betydelse deltagandet kan ha för deras eget liv och deras barns möjligheter att utveckla simkunnighet. Studien bygger på en kvalitativ forskningsdesign och intervjuer genomförda före, under och efter en period med simundervisning. Resultaten visar att deltagandet formas av kulturella, religiösa och sociala normer relaterade till kön, kropp och språk. Kvinnorna framträder som aktiva aktörer som förhåller sig till och utmanar dessa begränsningar.

This study examines newly arrived migrant women’s experiences of participating in swimming instruction and its potential significance for their own lives and their children’s opportunities to develop swimming skills. Based on a qualitative design, the study draws on interviews conducted before, during, and after a structured swimming program. The findings show that participation is shaped by cultural, religious, and social norms related to gender, body and language. The women emerge as active agents who navigate and challenge these constraints.

Sport, Education and Society encourages contributions from social scientists and educationalists studying the relationships between pedagogy, ‘the body’ and society, The Forum Editor’s pick from the current issue: ‘Break the rules or quit the job’: physical education teachers’ experiences of physical contact in their teaching practice by Valeria Varea & Marie Öhman (open access).

Sport, Education and Society encourages contributions from social scientists and educationalists studying the relationships between pedagogy, ‘the body’ and society, The Forum Editor’s pick from the current issue: Physical contact in physical education, sports coaching and the preschool – a scoping review by Annica (open access). Caldeborg, Joacim Andersson & Marie Öhman

EPER is a journal that stimulates and presents scholarly enquiry in the broad field of physical education, including sport and leisure issues and research. The Forum Editor’s pick from the current issue: THE DEVELOPMENT OF US PHYSICAL EDUCATION TEACHERS’ MOTIVATING STYLES: A SOCIALIZATION PERSPECTIVE by Nicholas S Washburn, K Andrew R Richards, and Oleg A Sinelnikov.

Sport, Education and Society encourages contributions from social scientists and educationalists studying the relationships between pedagogy, ‘the body’ and society as well as from all professionals with theoretical and empirical interests relating to policy, curriculum, social inclusion, equity and identity, and progressive educational development in physical activity, health and sport.

Sport, Education and Society encourages contributions from social scientists and educationalists studying the relationships between pedagogy, ‘the body’ and society as well as from all professionals with theoretical and empirical interests relating to policy, curriculum, social inclusion, equity and identity, and progressive educational development in physical activity, health and sport.

European Physical Education Review is a journal that stimulates and presents scholarly enquiry in the broad field of physical education, including sport and leisure issues and research, bringing together contributions from a wide range of disciplines across the natural and social sciences and humanities.

Physical guidance, i.e. a PE teacher or sports coach touching a child in the course of sports technique development, is a sensitive issue. In Touch in Sports Coaching and Physical Education: Fear, risk and moral panic, edited by Heather Piper (Routledge), fourteen scholars deal with this issue from various national perspectives. Eystein Enoksen is our reviewer.