Geir Kåre Resaland
Datos Biográficos
| ID | 6508395 |
|---|---|
| NOMBRE | Geir Kåre Resaland |
| NOMBRES | Geir Kåre |
| APELLIDO | Resaland |
| FIRMA | RESALAND G K |
| AFILIACIONES | Western Norway University of Applied Sciences |
| ORCID | 0000-0002-9102-7609 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 30 |
| OBRAS COMO AUTOR | 20 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
An international multi-stakeholder study on developing teacher capabilities and agency to implement and sustain physically active learning in schools
Background Despite growing acceptance of integrating physically active learning (PAL) into schools, challenges remain regarding sustaining the results obtained in controlled experiments beyond the formal program. This study addresses this gap by exploring how in-service teacher training can be structured to support the sustained implementation of PAL. Methods We adopted an international multi-stakeholder perspective and recruited teachers ( n = 6…
Physical activity and content in a variety of physically active learning
This study provides novel insights by being the first to investigate the organization and content of PAL enacted by experienced teachers in their teaching and the corresponding PA levels in their real-world practices. The results displayed a large diversity in PA levels and intensities and may serve as a starting point to further investigate the coherency of PA levels and PAL content in schools with sustained PAL teaching
Principals' perceptions on integrating physically active learning through a continuous professional development programme
Although Physically Active Learning (PAL) has garnered increased attention in schools, recent research suggests that its sustainable integration remains a challenge. Moreover, the body of research on integration has primarily focused on teachers' perspectives. This study investigates the perceptions of nine Norwegian principals regarding the integration of PAL in schools. Based on semi-structured focus groups, the findings illustrate that princip…
Workplace-based continuing professional development program for physically active learning
In 2018, the Centre for Physical Active Learning (SEFAL) designed a comprehensive one-year workplace-based continuous professional development (CPD) program for in-service teachers in Norway. The CPD program aimed to enhance the pedagogical feasibility of integrating physically active learning (PAL) within all theoretical subjects by advancing teachers’ competence. This article provides an overview of the SEFAL CPD program’s conceptual framework …
Finding the sweet spot of physically active learning
The growing interest in Physically Active Learning (PAL) (e.g. in practice and research) warrants exploration of multi-stakeholders’ perceptions, understandings, and enactment of PAL. Eighteen semi-structured interviews with professionals from eight countries (n = 6 researchers, n = 6 teachers and n = 6 teacher educators) were conducted and analysed thematically eliciting three themes; 1) placing PAL on a continuum, 2) putting PAL into action in …
Teachers’ sensemaking of physically active learning
Physically active learning (PAL) has been advocated as a strategy for enhancing young people's movement and learning. To understand how PAL is accepted, adapted, and used by teachers, this study interviewed 16 teachers. The concept of sensemaking and thematic analysis was used in the study. The findings illustrate that teachers made sense of PAL through the lens of professional identity, using PAL to vary their teaching and include students of va…
Just because it's fun, it's not without purpose”
While physically active learning has been positioned as a research field that deals with physical activity and learning, little attention has been given to pedagogy. This study aimed to explore teachers as constitutive of the teaching-learning process and conceptualise pedagogical aspects of physically active learning by understanding its enactment in a pedagogical practice. Findings indicate blurred lines between the underpinning pedagogies of p…
It's the journey, not the arrival that matters – Teachers' perceptions of their practice after participating in a continuing professional development program in physically active learning
Continuing professional development (CPD) programs have been suggested as a way of supporting teachers' use of physically active learning (PAL) to enhance pupils' learning. Drawing on Dewey's theory of ‘education as growth’ (1916), this qualitative study explored teachers' perceptions of their practice after participating in a CPD program in PAL. Findings from eleven semi-structured interviews analyzed through reflexive thematic analysis illustra…
Relationship between health-related quality of life and physical fitness in Norwegian adolescents
Go beyond your own comfort zone and challenge yourself”
The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL is being used in different countries and explore if and how methods and strategies differ, this paper draws cross-national comparisons in primary school teachers' use of PAL. Thirteen focus groups were conducted with 54 teachers from Norway, the Netherlands and the UK. Four themes were identified using thematic analysis: 1) teachers' val…
Moderate-to-Vigorous Physical Activity in Primary School Children
This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA
Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents
Retrospectively registered (25/01/2019): NCT03817047
The Conforming, The Innovating and The Connecting Teacher
This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils' learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating T…
Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework
Changes in Physical Activity, Physical Fitness and Well-Being Following a School-Based Health Promotion Program in a Norwegian Region with a Poor Public Health Profile
A multi-component, school-based health-promotion program with emphasis on the use of PAL led to positive changes in school-based PA levels. Furthermore, positive changes were seen in physical fitness, vitality and HRQoL among early adolescents in a county with a poor public health profile. This might have implications for the development and promotion in schools of general health and well-being throughout adolescence
Reproducibility of domain-specific physical activity over two seasons in children
ClinicalTrials.gov, NCT021324947 . Registered on 7 April 2014
A comparison of 10 accelerometer non-wear time criteria and logbooks in children
The study is registered in Clinicaltrials.gov with identification number NCT02132494 . Registered 7 April 2014
Associations between health-related quality of life, cardiorespiratory fitness, muscle strength, physical activity and waist circumference in 10-year-old children
Active Smarter Kids (ASK)
Clinicaltrials.gov ID nr: NCT02132494 . Date of registration, 6(th) of May, 2014
Physical activity and cardiovascular risk factors in a 40- to 42-year-old rural Norwegian population from 1975–2010
Over a 35-year-period, this study indicates that the LTPA level has been relatively stable in the county of Sogn & Fjordane. Upward trends were observed in light and vigorous PA, whereas a downward trend was observed in moderate PA. For sedentary behavior, an upward trend was observed in men, whereas a downward trend was observed in women. For smoking, BP and cholesterol decreasing trends were found, but increasing trends were observed in BMI and…
Go beyond your own comfort zone and challenge yourself”
The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL is being used in different countries and explore if and how methods and strategies differ, this paper draws cross-national comparisons in primary school teachers' use of PAL. Thirteen focus groups were conducted with 54 teachers from Norway, the Netherlands and the UK. Four themes were identified using thematic analysis: 1) teachers' val…
Teachers’ sensemaking of physically active learning
Physically active learning (PAL) has been advocated as a strategy for enhancing young people's movement and learning. To understand how PAL is accepted, adapted, and used by teachers, this study interviewed 16 teachers. The concept of sensemaking and thematic analysis was used in the study. The findings illustrate that teachers made sense of PAL through the lens of professional identity, using PAL to vary their teaching and include students of va…
Just because it's fun, it's not without purpose”
While physically active learning has been positioned as a research field that deals with physical activity and learning, little attention has been given to pedagogy. This study aimed to explore teachers as constitutive of the teaching-learning process and conceptualise pedagogical aspects of physically active learning by understanding its enactment in a pedagogical practice. Findings indicate blurred lines between the underpinning pedagogies of p…
The Conforming, The Innovating and The Connecting Teacher
This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils' learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating T…
It's the journey, not the arrival that matters – Teachers' perceptions of their practice after participating in a continuing professional development program in physically active learning
Continuing professional development (CPD) programs have been suggested as a way of supporting teachers' use of physically active learning (PAL) to enhance pupils' learning. Drawing on Dewey's theory of ‘education as growth’ (1916), this qualitative study explored teachers' perceptions of their practice after participating in a CPD program in PAL. Findings from eleven semi-structured interviews analyzed through reflexive thematic analysis illustra…
Finding the sweet spot of physically active learning
The growing interest in Physically Active Learning (PAL) (e.g. in practice and research) warrants exploration of multi-stakeholders’ perceptions, understandings, and enactment of PAL. Eighteen semi-structured interviews with professionals from eight countries (n = 6 researchers, n = 6 teachers and n = 6 teacher educators) were conducted and analysed thematically eliciting three themes; 1) placing PAL on a continuum, 2) putting PAL into action in …
Physical activity and cardiovascular risk factors in a 40- to 42-year-old rural Norwegian population from 1975–2010
Over a 35-year-period, this study indicates that the LTPA level has been relatively stable in the county of Sogn & Fjordane. Upward trends were observed in light and vigorous PA, whereas a downward trend was observed in moderate PA. For sedentary behavior, an upward trend was observed in men, whereas a downward trend was observed in women. For smoking, BP and cholesterol decreasing trends were found, but increasing trends were observed in BMI and…
Active Smarter Kids (ASK)
Clinicaltrials.gov ID nr: NCT02132494 . Date of registration, 6(th) of May, 2014
Associations between health-related quality of life, cardiorespiratory fitness, muscle strength, physical activity and waist circumference in 10-year-old children
Reproducibility of domain-specific physical activity over two seasons in children
ClinicalTrials.gov, NCT021324947 . Registered on 7 April 2014
A comparison of 10 accelerometer non-wear time criteria and logbooks in children
The study is registered in Clinicaltrials.gov with identification number NCT02132494 . Registered 7 April 2014
Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework
Changes in Physical Activity, Physical Fitness and Well-Being Following a School-Based Health Promotion Program in a Norwegian Region with a Poor Public Health Profile
A multi-component, school-based health-promotion program with emphasis on the use of PAL led to positive changes in school-based PA levels. Furthermore, positive changes were seen in physical fitness, vitality and HRQoL among early adolescents in a county with a poor public health profile. This might have implications for the development and promotion in schools of general health and well-being throughout adolescence
Moderate-to-Vigorous Physical Activity in Primary School Children
This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA
Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents
Retrospectively registered (25/01/2019): NCT03817047
The Conforming, The Innovating and The Connecting Teacher
This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils' learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating T…
Relationship between health-related quality of life and physical fitness in Norwegian adolescents
Go beyond your own comfort zone and challenge yourself”
The adoption of physically active learning (PAL) in schools is becoming more widespread. To understand how PAL is being used in different countries and explore if and how methods and strategies differ, this paper draws cross-national comparisons in primary school teachers' use of PAL. Thirteen focus groups were conducted with 54 teachers from Norway, the Netherlands and the UK. Four themes were identified using thematic analysis: 1) teachers' val…
Teachers’ sensemaking of physically active learning
Physically active learning (PAL) has been advocated as a strategy for enhancing young people's movement and learning. To understand how PAL is accepted, adapted, and used by teachers, this study interviewed 16 teachers. The concept of sensemaking and thematic analysis was used in the study. The findings illustrate that teachers made sense of PAL through the lens of professional identity, using PAL to vary their teaching and include students of va…
Just because it's fun, it's not without purpose”
While physically active learning has been positioned as a research field that deals with physical activity and learning, little attention has been given to pedagogy. This study aimed to explore teachers as constitutive of the teaching-learning process and conceptualise pedagogical aspects of physically active learning by understanding its enactment in a pedagogical practice. Findings indicate blurred lines between the underpinning pedagogies of p…
It's the journey, not the arrival that matters – Teachers' perceptions of their practice after participating in a continuing professional development program in physically active learning
Continuing professional development (CPD) programs have been suggested as a way of supporting teachers' use of physically active learning (PAL) to enhance pupils' learning. Drawing on Dewey's theory of ‘education as growth’ (1916), this qualitative study explored teachers' perceptions of their practice after participating in a CPD program in PAL. Findings from eleven semi-structured interviews analyzed through reflexive thematic analysis illustra…
Workplace-based continuing professional development program for physically active learning
In 2018, the Centre for Physical Active Learning (SEFAL) designed a comprehensive one-year workplace-based continuous professional development (CPD) program for in-service teachers in Norway. The CPD program aimed to enhance the pedagogical feasibility of integrating physically active learning (PAL) within all theoretical subjects by advancing teachers’ competence. This article provides an overview of the SEFAL CPD program’s conceptual framework …
Finding the sweet spot of physically active learning
The growing interest in Physically Active Learning (PAL) (e.g. in practice and research) warrants exploration of multi-stakeholders’ perceptions, understandings, and enactment of PAL. Eighteen semi-structured interviews with professionals from eight countries (n = 6 researchers, n = 6 teachers and n = 6 teacher educators) were conducted and analysed thematically eliciting three themes; 1) placing PAL on a continuum, 2) putting PAL into action in …
Physical activity and content in a variety of physically active learning
This study provides novel insights by being the first to investigate the organization and content of PAL enacted by experienced teachers in their teaching and the corresponding PA levels in their real-world practices. The results displayed a large diversity in PA levels and intensities and may serve as a starting point to further investigate the coherency of PA levels and PAL content in schools with sustained PAL teaching
Principals' perceptions on integrating physically active learning through a continuous professional development programme
Although Physically Active Learning (PAL) has garnered increased attention in schools, recent research suggests that its sustainable integration remains a challenge. Moreover, the body of research on integration has primarily focused on teachers' perspectives. This study investigates the perceptions of nine Norwegian principals regarding the integration of PAL in schools. Based on semi-structured focus groups, the findings illustrate that princip…
An international multi-stakeholder study on developing teacher capabilities and agency to implement and sustain physically active learning in schools
Background Despite growing acceptance of integrating physically active learning (PAL) into schools, challenges remain regarding sustaining the results obtained in controlled experiments beyond the formal program. This study addresses this gap by exploring how in-service teacher training can be structured to support the sustained implementation of PAL. Methods We adopted an international multi-stakeholder perspective and recruited teachers ( n = 6…
Medicine (14 obras) · Psychology (14 obras) · Children's Physical and Motor Development (13 obras) · Obesity, Physical Activity, Diet (11 obras) · Mathematics education (9 obras) · Pedagogy (9 obras) · Physical therapy (9 obras) · Computer Science (8 obras) · Physical Education and Pedagogy (8 obras) · Physical Activity and Health (7 obras)