Implementing a Universal Stress Management Program for Young School Children: Are there Classroom Climate or Academic Effects?     

Solveig Holen  Trine Waaktaar  Arne Lervåg  Mette Ystgaard 《Scandinavian Journal of Educational Research》2013,57(4):420-444

The purpose of this study was to investigate the possible academic and classroom climate effects of the universal school program Zippy's Friends, the primary objective of which is to strengthen children's ability to cope with stress. The sample consisted of 1483 children (aged 7–8 years) from 91 second-grade classes in 35 schools. The schools were matched and randomly assigned to intervention and control conditions. Classroom social climate and academic skills were assessed by the teachers and the children using an adapted version of the German scale SIKS (Social Integration, Classroom Climate and Self-concept of School Readiness). Using a multilevel approach, regression analysis of teacher reports indicated that the program had a positive effect on the social climate in the classroom, reduced bullying and improved academic skills. Analysis of children's reports found no significant overall effects. The results were not influenced by students' sex or socioeconomic status.  相似文献   

Regulated childhood: equivalence with variation     

Ann‐Christine Vallberg Roth  Annika Månsson 《Early Years: An International Journal of Research and Development》2009,29(2):177-190

The overriding aim of this article is to make a contribution to the discussion on individual development plans (IDPs) in Sweden as an expression of a regulated childhood and institutional practice. Individual development plans are seen as a phenomenon linked to the emergence of an auditing society. In sum, children are studied as subjects in relation to content, form and assessment in the individual development plans. The IDP material was collected in October 2006 in three urban municipalities and one rural municipality in southern Sweden. The three urban municipalities comprised municipal areas that were ethnically relatively homogenous and heterogenous, respectively. The data consist of 82 randomly chosen plans for children in preschool and preschool classes, and the method is based on textual analysis. An overall picture of a multicontextual regulation of childhood and institutional practice gradually emerges. The analysis can be summarized in distinctive principal tracks, or normalities, marked by equivalence with variation  相似文献   

The productive effect of power: (dis)pleasurable bodies materialising in and through the discursive practices of boys’ physical education     

Göran Gerdin  Håkan Larsson 《Physical Education & Sport Pedagogy》2018,23(1):66-83

Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject [Pringle, R. (2010). “Finding Pleasure in Physical Education: A Critical Examination of the Educative Value of Positive Movement Affects.” Quest 62: 119–134]. Further, since pleasure is linked to power [Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. New York: Pantheon; Gerdin, G., and R. Pringle. (2015). “The Politics of Pleasure: An Ethnographic Examination Exploring the Dominance of the Multi-Activity Sport-Based Physical Education Model.” Sport, Education and Society. doi:10.1080/13573322.2015.1019448] it is in fact not entirely straightforward to legitimise the educational value of PE in relation to pleasure.

Purpose: In this paper, we explore how a group of boys derive pleasures from their involvement in PE, but also how these power-induced pleasures are integral to gender normalisation processes. The findings presented are particularly discussed in terms of inclusive/exclusive pedagogical practices related to gender, bodies and pleasures.

Research setting and participants: The research setting was a single-sex, boys’ secondary school in Auckland, New Zealand. Participants in this study were 60 Year 10 (age 14–15) students from two PE classes.

Data collection and analysis: Using a visual ethnographic approach [Pink, S. (2007). Doing Visual Ethnography. London: Sage] involving observations and video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The data were analysed using (a visually oriented) discourse analysis [Foucault, M. (1998). “Foucault.” In Michel Foucault. Aesthetics, Method and Epistemology, edited by J. D. Faubion, 459–463. New York: The New Press; Rose, G. (2007). Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: Sage].

Findings: By elucidating the discursive practices of PE in this setting and employing (Butler, J. (1993). Bodies that Matter: On the Discursive Limits of ‘Sex’. New York: Routledge] concept of ‘materialisation’, we suggest that boy’s bodies materialise as productive and pleasurable or displeasurable bodies through submitting/subjecting to certain bodily regimes, developing embodied mastery when it comes to certain sports, and displaying bodies in particular ways. The analysis indicate that the discursive practices of PE contribute to boys’ bodies materialising as pleasurable or displeasurable and the (re)production of gender in the subject as shaped by discourse and the productive effect of power.

Discussion and conclusions: In line with [Gard, M. (2008). “When a Boy’s Gotta Dance: New Masculinities, Old Pleasures.” Sport, Education and Society 13 (2): 181–193], we conclude that the focus on certain discursively constructed bodily practices at the same time continues to restrict the production of a diversity of bodily movement pleasures. Hence, traditional gender patterns are reproduced through a selection of particular sports/physical activities that all the students are expected to participate in. We propose that the ongoing constitution of privileged forms of masculinity, masculine bodies and masculine pleasures as related to fitness, health and sport and (certain) boys’ subsequent exercise of power in PE needs further critical examination.  相似文献   

Motivation for reading comprehension     

Øistein Anmarkrud  Ivar Bråten 《Learning and individual differences》2009,19(2):252-256

In a sample of 104 Norwegian ninth-grade students, we examined whether perceived reading efficacy and reading task value uniquely predicted the comprehension of a social studies text after variance associated with gender, achievement in the domain, topic knowledge, deeper strategies, and surface strategies had been removed through forced-order hierarchical multiple regression analysis. Results showed that even after removing variance from these variables, the motivation constructs accounted for additional variance. However, only reading task value was a statistically significant positive predictor of reading comprehension, whereas the relationship between reading efficacy and reading comprehension did not reach statistical significance. Thus, reading task value seems particularly important because it can override the contributions of other important constructs. In terms of education, the findings suggest that an emphasis on cognitive constructs such as prior knowledge and strategic text-processing should not make us overlook the specific importance of promoting motivation for reading comprehension.  相似文献   

Young children’s imagination in science education and education for sustainability     

Cecilia Caiman  Iann Lundegård 《Cultural Studies of Science Education》2018,13(3):687-705

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Personal authenticity and political subjectivity in student deliberation in environmental and sustainability education     

Iann Lundegård 《Environmental Education Research》2018,24(4):581-592

This study problematizes what is meant when one talks about classroom activities concerning environmental and sustainability issues as being authentic or not. It reports excerpts from three classroom discussions which start from questions formulated by the students themselves concerning issues related to sustainable development. It examines how the different questions give rise to altered kinds of participation and shows that the students’ involvement shifted between either a distanced factual level of communication, or a personal level of communication. The result indicated that the nature of authenticity in a discourse differs depending on which question initiates it. If the initiating questions allow the students to distance themselves from the subject matter, then one type of authenticity is created. If, on the other hand, the questions give the students an opportunity to establish value-relations, or to dare to take a personal standpoint, as political subjects, to the issues at hand then the personal authenticity becomes another.  相似文献   

Regional Differences in Higher Educational Choice?     

Håvard Helland  Kåre Heggen 《Scandinavian Journal of Educational Research》2018,62(6):884-899

This paper examines geographical differences in choice of field in higher education. Formerly, educational attainment differed considerably between rural areas and urban centres. Today these differences are pretty much offset. What kind of education students from different geographical areas pursue is however less well known. This article examines this question. It analyses data from public administrative registers on the entire Norwegian population born between 1955 and 1983. It finds that people who have grown up close to a university more often study at a university, whereas people who have grown up near a university college more often study at a university college. Corresponding differences are found in the choice of educational field.  相似文献   

Kinematical analysis of the V2 ski skating technique: A longitudinal study     

Thomas Losnegard  Håvard Myklebust  Angela Ehrhardt  Jostein Hallén 《Journal of sports sciences》2017,35(12):1219-1227

To characterise timing of movements and evaluate performance effects of technique alterations in V2 ski skating, 13 elite male cross-country skiers (age, 23 ± 2 years; stature, 182 ± 6 cm; body mass, 76 ± 8 kg; V2 V?O_2max, 79.3 ± 4.4 mL · kg^?1 · min^?1) were tested four times during the preparation and competition phase on a roller ski treadmill. Each test consisted of submaximal intensities of exercise for determination of oxygen cost followed by one 1000-m performance test. Hip movement (from accelerometer data) and joint angles (2D video) were determined for high-intensity exercise (6° and 3.5 m · s^?1; ~ 97–100% of V?O_2peak). Each ski thrust consisted of three phases: gliding phase (18–50% of cycle time), poling phase (50–70% of cycle time), and kick phase (70–78% of cycle time). Flexion/extension of the hip initiated all phases, followed by the respective joints in legs and arms. Mixed-model analysis, adjusting for systematic time-point effects, identified that both reduced vertical hip acceleration and increased cycle time gave a small likely reduction in oxygen cost and 1000-m time. In conclusion, well-developed hip movement is a key characteristic of the V2 technique for elite-standard skiers’ long-term performance development.  相似文献   

‘It doesn't matter how they move really,as long as they move.’ Physical education teachers on developing their students’ movement capabilities     

Håkan Larsson  Gunn Nyberg 《Physical Education & Sport Pedagogy》2017,22(2):137-149

Background: Movement is key in physical education, but the educational value of moving is sometimes obscure. In Sweden, recent school reforms have endeavoured to introduce social constructionist concepts of knowledge and learning into physical education, where the movement capabilities of students are in focus. However, this means introducing a host of new and untested concepts to the physical education teacher community.

Purpose. The purpose of this article is to explore how Swedish physical education teachers reason about helping their students develop movement capability.

Participants, setting and research design. The data are taken from a research project conducted in eight Swedish secondary schools called ‘Physical education and health – a subject for learning?’ in which students and teachers were interviewed and physical education lessons were video-recorded. This article draws on data from interviews with the eight participating teachers, five men and three women. The teachers were interviewed partly using a stimulated recall technique where the teachers were asked to comment on video clips from physical education lessons where they themselves act as teachers.

Data analysis. A discourse analysis was conducted with a particular focus on the ensemble of more or less regulated, deliberate and finalised ways of doing things that characterise the eight teachers’ approach to helping the students develop their movement capabilities.

Findings. The interviews indicate that an activation discourse (‘trying out’ and ‘being active’) dominates the teachers’ ways of reasoning about their task (a focal discourse). When the teachers were specifically asked about how they can help the students improve their movement capacities, a sport discourse (a referential discourse) was expressed. This discourse, which is based on the standards of excellence of different sports, conditions what the teachers see as (im)possible to do due to time limitations and a wish not to criticise the students publicly. The mandated holistic social constructionist discourse about knowledge and learning becomes obscure (an intruder discourse) in the sense that the teachers interpret it from the point of view of a dualist discourse, where ‘knowledge’ (theory) and ‘skill’ (practice) are divided.

Conclusions. Physical education teachers recoil from the task of developing the students’ movement capabilities due to certain conditions of impossibility related to the discursive terrain they are moving in. The teachers see as their primary objective the promotion of physical activity – now and in the future; they conceptualise movement capability in such a way that emphasising the latter would jeopardise their possibilities of realising the primary objective. Should the aim be to reinforce the social constructionist national curriculum, where capability to move is suggested to be an attempt at formulating a concept of knowledge that includes both propositional and procedural aspects and which is not based on the standards of excellence of either sport techniques or motor ability, then teachers will need support to interpret the national curriculum from a social constructionist perspective. Further, alternative standards of excellence as well as a vocabulary for articulating these will have to be developed.  相似文献   

Multiple-joint exercises using elastic resistance bands vs. conventional resistance-training equipment: A cross-over study     

Vegard M. Iversen  Paul Jarle Mork  Ottar Vasseljen  Ronny Bergquist  Marius S. Fimland 《European Journal of Sport Science》2017,17(8):973-982

Previous studies indicate that elastic resistance bands (ERB) can be a viable option to conventional resistance-training equipment (CRE) during single-joint resistance exercises, but their efficacy has not been established for several commonly used multiple-joint resistance exercises. Thus, we compared muscular activation levels in four popular multiple-joint exercises performed with ERB (TheraBand^®) vs. CRE (Olympic barbell or cable pulley machines). In a cross-over design, men and women (n?=?29) performed squats, stiff-legged deadlifts, unilateral rows and lateral pulldown using both modalities. Multilevel mixed-effects linear regression analyses of main and interaction effects, and subsequent post hoc analyses were used to assess differences between the two resistance-training modalities. CRE induced higher levels of muscle activation in the prime movers during all exercises (p?<?.001 for all comparisons), compared to muscle activation levels induced by ERB. The magnitude of the differences was marginal in lateral pulldown and unilateral rows and for the erector spinae during stiff-legged deadlifts. In squats the quadriceps femoris activations were substantially lower for ERB. The differences between ERB and CRE were mostly observed during the parts of the contractions where the bands were relatively slack, whilst the differences were largely eliminated when the bands became elongated in the end ranges of the movements. We conclude that ERB can be a feasible training modality for lateral pulldowns, unilateral rows and to some extent stiff-legged deadlifts, but not for the squat exercise.  相似文献