Didactic dissonance: teacher roles in computer gaming situations in kindergartens

In computer gaming situations in kindergartens, the pre-school teacher’s function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the organising or distal role are challenging. An alternative role is an intermediate position in which the teacher is a contributor and encouraging bystander. The term didactic dissonance is suggested to capture the challenges and tensions in didactic situations where teacher and child participate with conflicting roles and expectations. Didactic dissonance may help educators reflect on teacher roles in didactic contexts.     

The Expectancy-Value Questionnaire in Physical Education: A Validation Study Among Norwegian Adolescents

One of the main aims of the school subject physical education (PE) is to promote a lifelong healthy lifestyle. The expectancy-value theory represents an essential theoretical perspective to examine and understand adolescents’ learning and motivation in PE. Based on this theory, the Expectancy-Value Questionnaire (EVQ) measures students’ expectancy-related beliefs and perceived task values related to a subject like PE. The aim of the present study was to examine the dimensionality, reliability, and construct validity of the Norwegian version of the EVQ among adolescents in PE. In total, 338 students from six schools completed the EVQ in their PE classes during the spring of 2016. Explorative and confirmatory factor analyses were conducted, suggesting the four-dimensional construct of the EVQ to be superior the two-factor-model. The EVQ measurement model of adolescents’ expectancy-related believes and subjective task values in PE demonstrated satisfying reliability and construct validity.     

Determinants of Learning Outcome for Students at High School in Norway: A Constructivist Approach

A vital part of student learning is the construction of mental structures encompassing categories believed to affect learning outcome. In this study we investigate this research question through the lenses of a constructivist approach. As the first study on our research question at high school in Norway, our empirical findings make up the main contribution of this study. The data were analyzed by a grounded theory methodology. The results identify 6 dimensions of determinants of learning outcome. The dimensions: student activity, work processes and motivation to learn are manifest of the latent dimension process of learning, while the second latent dimension learning content is manifested in the 3 dimensions: correction, information from teacher and putting into context.     

Staging gender: the articulation of tacit gender dimensions in drama classes in a Swedish context

This article engages with gender, performance and embodiment in drama classes in a Swedish context. It presents a case study of how instructors at an academy of dramatic arts integrate theoretical knowledge on gender into their students’ creative and pedagogical practice, as well as an analysis of why this approach works. Visualisation of how the body is used on a concrete level offers a departure from traditional uses of theory as a way to challenge reality; instead the research describes how theory can be used in concrete didactic bodily movements, thus bringing the body, which is often overlooked in studies of pedagogy, into a discussion on knowledge acquisition.     

Researching embodiment in movement contexts: a phenomenological approach

This article takes a phenomenological approach to understanding embodiment in relation to teaching and learning taking place in movement contexts. Recently a number of studies have pointed to the potential that phenomenology has to understand the meanings and experiences of moving subjects. By presenting two examples of our own work on embodied learning, and discussing these in light of a distinction between phenomenology as philosophy and as methodological orientation, our aim is to move beyond the recent celebration of the potential of phenomenology, and show concretely and practically how phenomenological approaches to embodiment can be performed. We hold that it is necessary to give the notion of embodiment a form, content and substance, which is informed by empirical work.     

Differences in impact characteristics,joint kinetics and measurement reliability between forehand and backhand forward badminton lunges

ABSTRACT

This study identified the effect of badminton lunging directions on impact characteristics, joint kinetics and measurement reliability. A total of 14 badminton players performed 20 lunges in both forehand and backhand sides. Ground reaction force (GRF) and three-dimensional joint moment variables were determined for further analyses. Paired t-tests and Wilcoxon signed-rank tests were performed to determine any differences between the two lunge directions and intra-class correlation (ICC) and sequential averaging analysis (SAA) were used to estimate the minimum number of trials. Compared to the forehand side, participants experienced significantly larger total GRF impulse (+ 3.8%, p = 0.021) and transverse moment (hip + 63.5%, p < 0.001; knee + 80.7%, p = 0.011), but smaller hip (?7.7%), knee (?18.7%) and ankle frontal moments (?58.0%, p < 0.05) in backhand lunges. The minimum number of trials was similar for both lunge directions, as the averaged absolute differences was less than one in both ICC and SAA. Furthermore, smaller minimal number of trials was determined by the ICC (7.9–8.0), compared with the SAA approach (9.5–10.3). Lunge direction would influence GRF and joint loading, but not on the measurement reliability. These results give important insights to establish performance or equipment evaluation protocols during badminton lunges.     

Confronting the Dark Side of Higher Education

In this paper we philosophically explore the notion of darkness within higher education teaching and learning. Within the present‐day discourse of how to make visible and to explicate teaching and learning strategies through alignment procedures and evidence‐based intellectual leadership, we argue that dark spots and blind angles grow too. As we struggle to make visible and to evaluate, assess, manage and organise higher education, the darkness of the institution actually expands. We use the term ‘dark’ to comprehend challenges, situations, reactions, aims and goals, which cannot easily be understood and solved by agendas of quality assurance and professionalisation of higher education. We need to understand better why gender issues or ethnic conflicts emerge, and why students take up arms, within an institution which is thought to be inclusive, inviting and open to all kinds of people and cultures. And we need to study the educational potential of days of boredom or isolation, caught up in daily routines of teaching or studying which do not lead anywhere or give way to any productive work. These matters have not been sufficiently researched and conceptualised as meaningful in themselves. We aim here to open a space for insights through the concept of darkness presented in this paper. In order to make educational darkness palpable we draw on the philosophies of darkness found in the work of Friedrich Nietzsche and Emmanuel Levinas. Through those philosophies we argue that the growing darkness within higher education is not a symptom we should fear and avoid. Having the ability and courage to face these darker educational aspects of everyday higher education practice will enable students and teachers to find renewed hope in the university as an institution for personal as well as professional imagination and growth.     

The effects of skiing velocity on mechanical aspects of diagonal cross-country skiing

Cycle and force characteristics were examined in 11 elite male cross-country skiers using the diagonal stride technique while skiing uphill (7.5°) on snow at moderate (3.5 ± 0.3 m/s), high (4.5 ± 0.4 m/s), and maximal (5.6 ± 0.6 m/s) velocities. Video analysis (50 Hz) was combined with plantar (leg) force (100 Hz), pole force (1,500 Hz), and photocell measurements. Both cycle rate and cycle length increased from moderate to high velocity, while cycle rate increased and cycle length decreased at maximal compared to high velocity. The kick time decreased 26% from moderate to maximal velocity, reaching 0.14 s at maximal. The relative kick and gliding times were only altered at maximal velocity, where these were longer and shorter, respectively. The rate of force development increased with higher velocity. At maximal velocity, sprint-specialists were 14% faster than distance-specialists due to greater cycle rate, peak leg force, and rate of leg force development. In conclusion, large peak leg forces were applied rapidly across all velocities and the shorter relative gliding and longer relative kick phases at maximal velocity allow maintenance of kick duration for force generation. These results emphasise the importance of rapid leg force generation in diagonal skiing.