Tag: Øyvind Førland Standal

Håkan Larsson’s edited collection Learning Movements: New Perspectives of Movement Education (Routledge) provides a societal and epistemological background for new approaches in movement theory and practice. Gunn Helene Engelsrud’s review offers an insightful and elucidative reading, and critical points notwithstanding she concludes her review by asserting that the qualified selection of research makes the book rich and well worth studying and investigating.

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: Physical education in a post-COVID world: A blended-gamified approach by Dylan Owen Blain, Martyn Standage, and Thomas Curran (open access).

Kroppsligt lärande kom in som ett nytt begrepp i den norska läroplanen 2020. Författarna till antologin Kroppslig læring: Perspektiver og praksiser, redigerad av Østern, Bjerke, Engelsrud & Sørum (Universitetsforlaget), utforskar begreppet utifrån olika teoretiska traditioner, ämnes- och yrkesutövningar. Med utgångspunkt i nationell och internationell forskning presenterar och diskuterar författarna flera perspektiv på, och praktiker inom, kroppsligt lärande. Boken välkomnas varmt av vår recensent Helle Winther.

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 – immigrant students’ perspectives by Annica Caldeborg (open access).

In this feature article, Lars Bjørke, Øyvind Førland Standal and Kjersti Mordal Moen summarize their article in Sport, Education and Society, in which they evaluated three physical education teachers’ engagement with a prolonged transformative continuing professional development initiative using participatory action research to implement Cooperative Learning. Their thorough qualitative study revealed four themes relevant to understanding the teachers’ journeys.

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: ‘While we may lead a horse to water we cannot make him drink’: three physical education teachers’ professional growth through and beyond a prolonged participatory action research project by Lars Bjørke, Øyvind Førland Standal & Kjersti Mordal Moen.

Homeschooling during the pandemic has perhaps been particularly challenging for physical education teachers, given the essential role of physical proximity in PE. In this article, Kenneth Aggerholm, Dean Barker, Håkan Larsson and Øyvind Førland Standal offer an alternative to fitness exercise in online PE, a developed pedagogical model which focuses on practicing. They provide an example of how you can work with it as a teacher and a clever idea for reporting that can facilitate assessment.

The purpose of PESP is to provide a forum for high quality educational research for a national and international readership. We intend this research to have a high impact on both policy and practice. The Forum Editor’s pick from the current issue: Learning in the educational landscapes of juggling, unicycling, and dancing by G. Nyberg, D. Barker & H. Larsson.

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: COOPERATIVE LEARNING IN PHYSICAL EDUCATION ENCOUNTERING DEWEY’S EDUCATIONAL THEORY by Ashley Casey, Mikael Quennerstedt.

The purpose of Physical Education and Sport Pedagogy is to provide a forum for high quality educational research for a national and international readership. We intend this research to have a high impact on both policy and practice. We accept review papers on a broad range of physical activities.