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dc.contributor.authorIngulfsvann, Laura Elina Suominen
dc.contributor.authorEngelsrud, Gunn Helene
dc.contributor.authorMoe, Vegard Fusche
dc.date.accessioned2020-12-14T10:31:54Z
dc.date.available2020-12-14T10:31:54Z
dc.date.created2020-02-06T13:13:38Z
dc.date.issued2020
dc.identifier.citationIngulfsvann, L. S., Engelsrud, G., Moe, V. F. (2020). Tensions and tractions of moving together and alone in physical education. Sport, Education and Society. doi:en_US
dc.identifier.issn1470-1243
dc.identifier.urihttps://hdl.handle.net/11250/2719099
dc.descriptionAuthor's accepted version (postprint).
dc.descriptionThis is an Accepted Manuscript of an article published by Routledge (Taylor & Francis) in Sport, Education and Society on 19/01/2020.
dc.descriptionAvailable online: https://www.tandfonline.com/doi/full/10.1080/13573322.2020.1712654
dc.description.abstractA wide variety of activities, instructional teaching styles and physical activity for health characterise PE practices today. However, for children, PE is about more than performing activities or being physically active for health. Children experience moving in the context of PE in varying and ambivalent ways, which indicates that qualitative aspects of movement (how to move) and the movement context (where to move and with whom) matter to them. To gain understanding of movement qualities in PE and PE as a movement context, this article explores what happens with and between children when they move in PE and how children’s movements and interactions relate to the context in which they move. The analysis starts with observational material from four primary schools in western Norway and an affect theoretical perspective is used. Through an in-depth analysis of 10–11-year-old children playing a game of sheep and wolverines, the article demonstrates how multiple actions and multiple dimensions of movement emerge simultaneously and how children’s own movements and the activity emerge and develop through reciprocal interactions. The activity framework forms how children move or is expected to move, while children’s actual movements make the activity what it is. Playing together co-exists and alternates with playing alone and playing in multiple ways. The flux of the game involves both an opportunity for something different to the present moment to become and for the accumulation of permanent patterns. The findings indicate a need to further discuss and explore the balances and imbalances between the individuals and the collective and the individuals, descriptions, rules and instructions in the context of PE.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.urihttps://www.tandfonline.com/doi/abs/10.1080/13573322.2020.1712654
dc.titleTensions and tractions of moving together and alone in physical educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subject.nsiVDP::Medisinske Fag: 700::Idrettsmedisinske fag: 850::Bevegelseslære: 852en_US
dc.source.journalSport, Education and Societyen_US
dc.identifier.doi10.1080/13573322.2020.1712654
dc.identifier.cristin1791595


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