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Maivorsdotter, Ninitha
Publications (10 of 12) Show all publications
Maivorsdotter, N. & Quennerstedt, M. (2019). Exploring gender habits: A practical epistemology analysis of exergaming in school. European Physical Education Review, 25(4), 1176-1192
Open this publication in new window or tab >>Exploring gender habits: A practical epistemology analysis of exergaming in school
2019 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 25, no 4, p. 1176-1192Article in journal (Refereed) Published
Abstract [en]

Digitisation is an ongoing process in society as well as in physical education (PE) and research has identified digital technologies as a trend that influences the PE curriculum. A number of studies have explored the topic from different angles, although very few have empirically looked at the critical aspects of digitised PE in educational practice. This is particularly striking when it comes to issues of gender. Against this background, the aim of the paper is to explore gender habits in a digitised PE practice. A transactional approach, drawing on the work of the pragmatist feminist Shannon Sullivan, is used in the study. The data consists of video- and audio recordings of ongoing video gaming organised by the PE teacher. A practical epistemology analysis (PEA) is employed to explore the teenagers’ gender habits in depth. In the analysis, it is clear that the use of exergames in school reinforces traditional gender habits, rather than weakens them. This is particularly evident when the teenagers play in single sex groups. This is also the case when playing in mixed gender groups, although here some changes in gender habits can be identified. However, gender habits are not easily transformed and the findings support the argument that deliberate teaching is important when issues of gender are raised in practice.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
gender habits, digital technologies, exergames, youth, practical epistemology analysis
National Category
Sport and Fitness Sciences
Research subject
Individual and Society VIDSOC
Identifiers
urn:nbn:se:his:diva-16454 (URN)10.1177/1356336X18810023 (DOI)000486166500016 ()2-s2.0-85058535419 (Scopus ID)
Available from: 2018-11-30 Created: 2018-11-30 Last updated: 2019-11-26Bibliographically approved
Bäckström, Å., Quennerstedt, M., Maivorsdotter, N. & Meckbach, J. (2019). Routes and roots to knowing in Shaun White’s snowboarding road trip: A mycorrhizaic approach to multisensory emplaced learning in exergames. Scandinavian Sport Studies Forum, 10, 251-278
Open this publication in new window or tab >>Routes and roots to knowing in Shaun White’s snowboarding road trip: A mycorrhizaic approach to multisensory emplaced learning in exergames
2019 (English)In: Scandinavian Sport Studies Forum, ISSN 2000-088X, Vol. 10, p. 251-278Article in journal (Refereed) Published
Abstract [en]

This article explores learning during game-play of a snowboarding video game intrigued by questions raised in the wake of the increasing mediatisation and digitisation of learning. Correspondingly, we answer to calls for more suitable metaphors for learning to cater for the entangled learning processes that changes related to the increase of digital media may infer. Using a short term sensory ethnography approach, we elaborate on the idea of multisensory emplaced learning and propose an organic metaphor – mycorrhiza – to both methodology and learning. Mycorrhiza refers to a symbiotic relationship between fungi and roots of plants in its environment where fungi are the visible effects of the mycorrhiza. The metaphor provides a way to start to unpack sensory, visual and embodied aspects of learning in the complexities of the digital age. By elaborating on the mycorrhizaic concepts fungus, soil, growth, mycelia and symbiosis we show three interrelated ways of moving through this game: (i) a social and cultural route, (ii) a competitive route, and (iii) an experiential route. With help of the metaphor we discern the symbiotic relations between what appeared in our empirical material as visual and other human and non-human aspects of emplacement.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2019
Keywords
exergaming, sensory ethnography, digitalization, methodology, learning
National Category
Sport and Fitness Sciences
Research subject
Individual and Society VIDSOC
Identifiers
urn:nbn:se:his:diva-17925 (URN)
Available from: 2019-11-25 Created: 2019-11-25 Last updated: 2019-11-25
Caldeborg, A., Maivorsdotter, N. & Öhman, M. (2019). Touching the didactic contract: a student perspective on intergenerational touch in PE. Sport, Education and Society, 24(3), 256-268
Open this publication in new window or tab >>Touching the didactic contract: a student perspective on intergenerational touch in PE
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, no 3, p. 256-268Article in journal (Refereed) Published
Abstract [en]

A growing anxiety around intergenerational touch in educational settings has both emerged and increased in recent years. Previous research reveals that Physical Education (PE) teachers have become more cautious in their approaches to students and they avoid physical contact or other behavior that could be regarded as suspicious [Fletcher, 2013. Touching practice and physical education: Deconstruction of a contemporary moral panic. Sport, Education and Society, 18(5), 694–709. doi:10.1080/ 13573322.2013.774272; Öhman, 2016. Losing touch—teachers’ selfregulation in physical education. European Physical Education Review, 1–14. doi:10.1177/1356336X15622159; Piper, Garratt, & Taylor, 2013. Child abuse, child protection and defensive ‘touch’ in PE teaching and sports coaching. Sport, Education and Society, 18(5), 583–598. doi:10.1080/13573322.2012.735653]. Some also feel anxious about how physical contact might be perceived by the students. The purpose of this article is to investigate physical contact between teachers and students in PE from a student perspective. This is understood through the didactic contract. For this purpose, focus group interviews using photo elicitation have been conducted with upper secondary school students in Sweden. One of the major findings is that intergenerational touch is purpose bound, that is, physical contact is considered relevant if the teacher has a good intention with using physical contact. The main agreements regarding physical contact as purpose bound are the practical learning and emotional aspects, such as learning new techniques, preventing injury, closeness and encouragement. The didactic contract is in these aspects stable and obvious. The main disagreements are when teachers interfere when the students want to feel capable or when teachers interfere when physical contact is not required in the activity. In these aspects the didactic contract is easily breached. It is also evident that personal preference has an impact on how physical contact is perceived. In conclusion, we can say that physical contact in PE is not a question of appropriate or inappropriate touch in general, but rather an agreement between the people involved about what is expected. Consequently, we should not ban intergenerational touch, but rather focus on teachers’ abilities to deal professionally with the didactic contract regarding physical contact.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Intergenerational touch, physical education, student perspective, didactic contract, physical contact
National Category
Sport and Fitness Sciences
Research subject
Individual and Society VIDSOC
Identifiers
urn:nbn:se:his:diva-14558 (URN)10.1080/13573322.2017.1346600 (DOI)000457147700004 ()2-s2.0-85021831746 (Scopus ID)
Available from: 2017-12-06 Created: 2017-12-06 Last updated: 2019-02-15Bibliographically approved
Brolin, M., Quennerstedt, M., Maivorsdotter, N. & Casey, A. (2018). A salutogenic strengths-based approach in practice: an illustration from a school in Sweden. Curriculum Studies in Health and Physical Education, 9(3), 237-252
Open this publication in new window or tab >>A salutogenic strengths-based approach in practice: an illustration from a school in Sweden
2018 (English)In: Curriculum Studies in Health and Physical Education, ISSN 2574-2981, Vol. 9, no 3, p. 237-252Article in journal (Refereed) Published
Abstract [en]

Despite an extensive debate and an openness of teachers to a strength-based approach to health and physical education, it is not always clear what a salutogenic strengths-based approach might look like in practice, at least not in the day-to-day work in schools. The purpose of this article is to present a salutogenic strengths-based school initiative in Sweden and to identify health discourses in the school’s practice. An insider perspective is used to explore health in the school through Brook field’s four lenses fo exploring one’s own teaching practice. Two health discourses are identified: (1) an individual health discourse rooted in the fostering of personal development, and (2) a value-based health discourse build up around social relations and the fostering of democratic values. The individual health discourse can be understood as based in a pathogenic norm, and in the investigated school practice the individual health discourse dominated the school health initiative despite the salutogenic intentions.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Salutogenesis, health education, physical education, practice
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Individual and Society VIDSOC
Identifiers
urn:nbn:se:his:diva-16455 (URN)10.1080/25742981.2018.1493935 (DOI)2-s2.0-85066872346 (Scopus ID)
Available from: 2018-11-30 Created: 2018-11-30 Last updated: 2019-09-30Bibliographically approved
Hammerin, Z., Andersson, E. & Maivorsdotter, N. (2018). Exploring student participation in teaching: An aspect of student health in school. International Journal of Educational Research, 92, 63-74
Open this publication in new window or tab >>Exploring student participation in teaching: An aspect of student health in school
2018 (English)In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 92, p. 63-74Article in journal (Refereed) Published
Abstract [en]

The aim of the article is to contribute knowledge about student participation in teaching as an aspect of student health in school. Teaching is approached as an everyday democratic process that affects individual health, the health of a democratic society and young people's experiences and attitudes towards democracy. Interviews conducted with high-achieving girls experiencing school-related stress in a Swedish upper secondary school are analysed using the Student Participation in Teaching Model as a methodological framework. The results indicate that the students mainly experience participation as being informed and suggest other dimensions of participation, such as reciprocal responsibility and communication. It is concluded that the teaching itself is a vital dimension of individual and societal democratic health and that this should be emphasised more in teaching practice. © 2018 Elsevier Ltd

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
democracy, health, school-related stress, student participation, teaching, The Student Participation in Teaching Model (the SPT model)
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Individual and Society VIDSOC
Identifiers
urn:nbn:se:his:diva-16304 (URN)10.1016/j.ijer.2018.09.007 (DOI)000454975700007 ()2-s2.0-85053938291 (Scopus ID)
Available from: 2018-10-16 Created: 2018-10-16 Last updated: 2019-09-30Bibliographically approved
Hofverberg, H. & Maivorsdotter, N. (2018). Recycling, crafting and learning - an empirical analysis of how students learn with garments and textile refuse in a school remake project. Environmental Education Research, 24(6), 775-790
Open this publication in new window or tab >>Recycling, crafting and learning - an empirical analysis of how students learn with garments and textile refuse in a school remake project
2018 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 6, p. 775-790Article in journal (Refereed) Published
Place, publisher, year, edition, pages
London: Taylor & Francis Group, 2018
Keywords
recycling, remake, learning, arts and crafts, transactant
National Category
Learning
Research subject
Individual and Society VIDSOC
Identifiers
urn:nbn:se:his:diva-13831 (URN)10.1080/13504622.2017.1338672 (DOI)000430846200001 ()2-s2.0-85020715478 (Scopus ID)
Available from: 2017-06-22 Created: 2017-06-22 Last updated: 2018-05-17Bibliographically approved
Carlén, U. & Maivorsdotter, N. (2018). Understanding athletes' online participation: A ticket to qualitative research on online arenas. In: Andrea Bundon (Ed.), Digital qualitative research in sport and physical activity: (pp. 59-79). London: Routledge
Open this publication in new window or tab >>Understanding athletes' online participation: A ticket to qualitative research on online arenas
2018 (English)In: Digital qualitative research in sport and physical activity / [ed] Andrea Bundon, London: Routledge, 2018, p. 59-79Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Routledge, 2018
Series
Qualitative research in sport and physical activity
National Category
Sport and Fitness Sciences
Research subject
Individual and Society VIDSOC
Identifiers
urn:nbn:se:his:diva-14557 (URN)978-1-138-23553-3 (ISBN)9781315304557 (ISBN)
Available from: 2017-12-06 Created: 2017-12-06 Last updated: 2018-03-26Bibliographically approved
Barker, D., Nielsen, J., Wahlström, M., Barker-Ruchti, N., Carlén, U. & Maivorsdotter, N. (2017). Jacob and Martin: Developing digital technology competence in physical education teacher education. In: Ashley Casey, Victoria A. Goodyear, Kathleen M. Armour (Ed.), Digital technologies and learning in physical education: Pedagogical cases (pp. 231-246). London: Routledge
Open this publication in new window or tab >>Jacob and Martin: Developing digital technology competence in physical education teacher education
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2017 (English)In: Digital technologies and learning in physical education: Pedagogical cases / [ed] Ashley Casey, Victoria A. Goodyear, Kathleen M. Armour, London: Routledge, 2017, p. 231-246Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Routledge, 2017
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Physical Activity, IT and Health
Identifiers
urn:nbn:se:his:diva-13239 (URN)000415692200014 ()2-s2.0-85020964298 (Scopus ID)978-1-138-94729-0 (ISBN)978-1-138-94728-3 (ISBN)978-1-315-67016-4 (ISBN)
Available from: 2016-12-16 Created: 2016-12-16 Last updated: 2017-12-14Bibliographically approved
Andersson, J. & Maivorsdotter, N. (2017). The 'body pedagogics' of an elite footballer's career path - analysing Zlatan Ibrahimovic's biography. Physical Education and Sport Pedagogy, 22(5), 502-517
Open this publication in new window or tab >>The 'body pedagogics' of an elite footballer's career path - analysing Zlatan Ibrahimovic's biography
2017 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 22, no 5, p. 502-517Article in journal (Refereed) Published
Abstract [en]

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).

Keywords
football, career, body pedagogics, pragmatism, aesthetic
National Category
Learning
Research subject
Physical Activity, IT and Health
Identifiers
urn:nbn:se:his:diva-13247 (URN)10.1080/17408989.2016.1268591 (DOI)000404242500005 ()2-s2.0-85006314102 (Scopus ID)
Available from: 2016-12-19 Created: 2016-12-19 Last updated: 2019-11-25Bibliographically approved
Quennerstedt, M. & Maivorsdotter, N. (2017). The role of learning theory in learning to teach. In: Catherine D. Ennis (Ed.), Routledge handbook of physical education pedagogies: (pp. 417-427). New York: Routledge
Open this publication in new window or tab >>The role of learning theory in learning to teach
2017 (English)In: Routledge handbook of physical education pedagogies / [ed] Catherine D. Ennis, New York: Routledge, 2017, p. 417-427Chapter in book (Other academic)
Place, publisher, year, edition, pages
New York: Routledge, 2017
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Medical sciences
Identifiers
urn:nbn:se:his:diva-13238 (URN)978-1-138-82099-9 (ISBN)978-1-315-74356-1 (ISBN)
Available from: 2016-12-16 Created: 2016-12-16 Last updated: 2018-01-19Bibliographically approved
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