Norms and materialities in physical education and health- ‘I feel that i cannot contribute enough in sport’

Ring, Mikael; Kristén, Lars; Klingvall-Arvidsson, Bodil

doi:10.1080/13573322.2017.1394837

Cited by 3 publications

(9 citation statements)

References 16 publications

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“…The children also reason about various health benefits. It can also result in a higher degree of PA and movement for the children and stimulate inclusion in activities with other children through the tool's norm breaking character (Berg Svendby & Dowling, 2012;Ring et al 2017). Teachers emphasize its usefulness and accessibility.…”

Section: Discussionmentioning

confidence: 99%

“…Performance is thus a constitutive feature of any rhythmical movement in an inter-corporeal context of embodiment, of the shaping of subjectivities, norms and materialities (Crouch, 1999;Deleuze & Guattari, 1994;Lefebvre, 2004;Wylie, 2002;Thrift & Dewsbury, 2000). Materialities are included since they have a role as non-human agents who are involved in the creating and sustaining of norms related to physical activities (Carter, Dodsworth, Ruppert & Watson 2011;Latour & Hermant, 2009;Murray, 2016;Ring, Kristén & Klingvall-Arvidsson, 2017). Norms are often oriented towards competitive ideals and identities where materials in a sports centre are seen as complete, and not viewed as being in a process of being constantly made (Carter et al, 2011;Ring et al, 2017).…”

Section: The Relationship Between Norm Critique Repetitive Motion Anmentioning

confidence: 99%

“…Materialities are included since they have a role as non-human agents who are involved in the creating and sustaining of norms related to physical activities (Carter, Dodsworth, Ruppert & Watson 2011;Latour & Hermant, 2009;Murray, 2016;Ring, Kristén & Klingvall-Arvidsson, 2017). Norms are often oriented towards competitive ideals and identities where materials in a sports centre are seen as complete, and not viewed as being in a process of being constantly made (Carter et al, 2011;Ring et al, 2017).…”

Section: The Relationship Between Norm Critique Repetitive Motion Anmentioning

confidence: 99%

See 2 more Smart Citations

SwingPingis ‒ An innovative and norm critical physical activity aid for everyone, everywhere

Kristén¹,

Ring²

2019

EUJAPA

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Many children with disabilities face the risk of illness by being excluded from physical education. The purpose of this article is to investigate an open collaborative innovation that can contribute to more inclusive elements in physical education, resulting in a better quality of education for children and youths with a disability. The question asked here is whether performative, bodily, geographical, norm critical and collaborative aspects involved in the use of an innovative aid called Swing Table Tennis (SwingPingis), has any impact on teachers' perception of inclusion and well-being for the children using the innovation. The methods used in this study are interviews of children with disabilities and their physical education teachers, combined with participant observations carried out during classes using the tool. The findings indicate children and teachers perceive the tool as a means to an embodied, creative part of collaboration and involvement during the lesson, as well as in the teaching of the subject Physical Education. Children perceived SwingPingis as an opportunity to get motor training and build bodily capacities to perform, which in turn were reported as a feeling of the joy in movement. Teachers emphasize SwingPingis usefulness and accessibility. It is an asset in teaching as well as enabling and complementing other motor training in teaching.

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Section: Discussionmentioning

confidence: 99%

Section: The Relationship Between Norm Critique Repetitive Motion Anmentioning

confidence: 99%

Section: The Relationship Between Norm Critique Repetitive Motion Anmentioning

confidence: 99%

See 1 more Smart Citation

SwingPingis ‒ An innovative and norm critical physical activity aid for everyone, everywhere

Kristén¹,

Ring²

2019

EUJAPA

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“…Pupils and companies were involved in everything from being creative in the process of suggesting the needs of PE in terms of inclusive tools in education, to children testing and evaluating the prototypes produced by the companies (Wermeling and Nydahl 2011). The research discipline is in the field of disability studies, but also concerns research related to PE, identity and materialities (Ring, Kristén and Klingvall-Arvidsson, 2017). In all these fields of research, user participation or participatory research is an important starting point for co-produced research on inclusive PE for all school pupils (Hillén, Johansson, and Karlsson 2013;Jurkowski 2008;Schalock et al 2002).…”

Section: Intervening Studiesmentioning

confidence: 99%

“…Even at a global level, there have been relatively few studies based on the circumstances in PE (Block and Obrusnikova 2007;Qi and Ha 2012). The norm-critical perspective and the children's ability to speak must be strengthened and developed (Ring, Kristén, and Klingvall-Arvidsson 2017;Giese and Ruin 2018).…”

Section: Introductionmentioning

confidence: 99%

The co-development of inclusive tools in physical education for pupils with and without disabilities

2020

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The development of inclusive tools for Physical Education (PE) is often conducted without involving children as co-developers or viewing education as consisting of heterogeneous target groups, not as individuals with different needs, such as disability. This study forms part of a larger project on innovations from a norm-critical perspective on tools for PE with children and companies as co-producers. The particular focus of this study is to test and evaluate a prototype from a child's perspective, with the specific aim of investigating how participation, inclusion and learning are described in the use and development of a new sports tool in the subject of PE at three schools in Halland, Sweden. The study uses qualitative methods such as interviews, films and participant observations using an intervention approach. The results of the study show that participation and inclusion play an important role in developing and using tools in PE. The study also suggests that participation and inclusion may enhance learning in the development and creative use in classes in which it was necessary for the children to manage challenges and obstacles.

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Developing a Theory of Norm-Criticism in Nursing Education

Nye

Tengelin

Somayaji

2022

Advances in Nursing Science

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In this article, we explore the core concepts of norm-critical pedagogy developed in Sweden and only recently applied to nursing education praxis. These concepts, norms, power, and othering, are defined and demonstrated with exemplars from recent nursing education research. The theoretical model illustrates the ways in which these elements articulate in relationship to each other in nursing education praxis in ways that are dynamic, interlocking-like the gears of a clock-and resistant to interruption. We discuss the potential of a structurally oriented critical reflexivity-an equal and opposite force to the motion of the gears-to interrupt their motion.

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Norms and materialities in physical education and health- ‘I feel that i cannot contribute enough in sport’

Cited by 3 publications

References 16 publications

SwingPingis ‒ An innovative and norm critical physical activity aid for everyone, everywhere

SwingPingis ‒ An innovative and norm critical physical activity aid for everyone, everywhere

The co-development of inclusive tools in physical education for pupils with and without disabilities

Developing a Theory of Norm-Criticism in Nursing Education

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