Ninitha Maivorsdotter
Biographic Data
| ID | 169382 |
|---|---|
| NAME | Ninitha Maivorsdotter |
| GIVEN NAMES | Ninitha |
| FAMILY NAME | Maivorsdotter |
| SIGNATURE | MAIVORSDOTTER N |
| AFFILIATIONS | University of Skövde |
| ORCID | 0000-0002-9434-9232 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The ‘Good!’, the ‘Great!’ and the ‘Brilliant!’
Background Physical education (PE) research has contributed to learning-based perspectives on the why, what and how of teaching PE. Within this context, ball games have been criticized for reflecting the traditional sport discourse, which is not always conducive to a PE curriculum that focuses on equity and movement capability. Furthermore, research highlights the complexity of the teacher’s role in the gym, where clear and simple communication s…
What physical education becomes when pupils with neurodevelopmental disorders are integrated
Background Previous research on inclusive physical education (PE) has often focused on pupils with visible physical disabilities and how best to facilitate and adapt PE so that they can play an active role in the educational situation. Many lessons about inclusion have emerged from this important field. However, less is known about more ‘invisible’ variations. In Sweden, many pupils who are diagnosed with neurodevelopmental disorders (NDD), such …
Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education
The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoo…
Health as Experience
Research has pursued salutogenic and narrative approaches to deal with questions about how everyday settings are constitutive for different health practices. Healthy behavior is not a distinguishable action, but a chain of activities, often embedded in other social practices. In this article, we have endeavored to describe such a chain of activities guided by the salutogenic claim of exploring the good living argued by McCuaig and Quennerstedt. W…
Exploring gender habits
Digitisation is an ongoing process in society as well as in physical education (PE) and research has identified digital technologies as a trend that influences the PE curriculum. A number of studies have explored the topic from different angles, although very few have empirically looked at the critical aspects of digitised PE in educational practice. This is particularly striking when it comes to issues of gender. Against this background, the aim…
Exploring the role of digital tools in running
The aim of the study is to examine how runners make meaning of digital tools in the dialogues published on a social networking site (SNS) created by and for runners who choose to run alone. The study explores the digital data generated by the runners using global positioning systems, such as how many kilometres have been covered, the average pace, the geographical location, the total climb, health information related to pulse rate and the number …
Touching the didactic contract—a student perspective on intergenerational touch in PE
A growing anxiety around intergenerational touch in educational settings has both emerged and increased in recent years. Previous research reveals that Physical Education (PE) teachers have become more cautious in their approaches to students and they avoid physical contact or other behavior that could be regarded as suspicious [Fletcher, 2013. Touching practice and physical education: Deconstruction of a contemporary moral panic. Sport, Educatio…
Recycling, crafting and learning – an empirical analysis of how students learn with garments and textile refuse in a school remake project
Creative remake assignments using garments and textile refuse are common educational projects to promote environmental and sustainability actions. However, very little empirical research has been carried out on the learning processes of remake projects. In this article, the aim is to examine how students learn with garments and textile refuse when engaging in a remake project. The exploration is conducted in a Swedish crafts class, educational sl…
Being a competent athlete or a competent teacher? Aesthetic experiences in physical education teacher education
The aim of this study was to explore physical education teacher education students’ meaning-making of participating in lessons – in this case gymnastics and basketball – based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students’ written stories. A practical epistemology an…
The act of running
The aim is to explore aesthetic experiences in sport and how people – in this case a marathon runner – are ‘bodying’ the world aesthetically as part of their participation in sport. Aesthetic experiences in sport are mostly lived through the senses of the body, and even if there is a need to focus on people making sense of bodily movements, there is still the problem of transforming bodily movements and aesthetic experiences into words. In order …
Skating in a life context
The purpose of this article is to suggest and illustrate a methodological approach for studies of learning in physical education (PE) and sport pedagogy in order to investigate and clarify the relation between how people learn and the settings or context in which they learn. Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with a focus on aesthetic jud…
Aesthetic experience as an aspect of embodied learning
In this article we explore aesthetic experience as an aspect of embodied learning with focus on the moving body. Our theoretical framework is mainly based on the work of John Dewey. In the first part of the article we identify our understanding of central concepts and draw some lines to their implication for physical education (PE). In the second part we then use the theoretical framework in an empirical study inspired by the tradition of pragmat…
Aesthetic experience as an aspect of embodied learning
In this article we explore aesthetic experience as an aspect of embodied learning with focus on the moving body. Our theoretical framework is mainly based on the work of John Dewey. In the first part of the article we identify our understanding of central concepts and draw some lines to their implication for physical education (PE). In the second part we then use the theoretical framework in an empirical study inspired by the tradition of pragmat…
Being a competent athlete or a competent teacher? Aesthetic experiences in physical education teacher education
The aim of this study was to explore physical education teacher education students’ meaning-making of participating in lessons – in this case gymnastics and basketball – based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students’ written stories. A practical epistemology an…
Skating in a life context
The purpose of this article is to suggest and illustrate a methodological approach for studies of learning in physical education (PE) and sport pedagogy in order to investigate and clarify the relation between how people learn and the settings or context in which they learn. Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with a focus on aesthetic jud…
Touching the didactic contract—a student perspective on intergenerational touch in PE
A growing anxiety around intergenerational touch in educational settings has both emerged and increased in recent years. Previous research reveals that Physical Education (PE) teachers have become more cautious in their approaches to students and they avoid physical contact or other behavior that could be regarded as suspicious [Fletcher, 2013. Touching practice and physical education: Deconstruction of a contemporary moral panic. Sport, Educatio…
Aesthetic experience as an aspect of embodied learning
In this article we explore aesthetic experience as an aspect of embodied learning with focus on the moving body. Our theoretical framework is mainly based on the work of John Dewey. In the first part of the article we identify our understanding of central concepts and draw some lines to their implication for physical education (PE). In the second part we then use the theoretical framework in an empirical study inspired by the tradition of pragmat…
Skating in a life context
The purpose of this article is to suggest and illustrate a methodological approach for studies of learning in physical education (PE) and sport pedagogy in order to investigate and clarify the relation between how people learn and the settings or context in which they learn. Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with a focus on aesthetic jud…
The act of running
The aim is to explore aesthetic experiences in sport and how people – in this case a marathon runner – are ‘bodying’ the world aesthetically as part of their participation in sport. Aesthetic experiences in sport are mostly lived through the senses of the body, and even if there is a need to focus on people making sense of bodily movements, there is still the problem of transforming bodily movements and aesthetic experiences into words. In order …
Being a competent athlete or a competent teacher? Aesthetic experiences in physical education teacher education
The aim of this study was to explore physical education teacher education students’ meaning-making of participating in lessons – in this case gymnastics and basketball – based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students’ written stories. A practical epistemology an…
Exploring the role of digital tools in running
The aim of the study is to examine how runners make meaning of digital tools in the dialogues published on a social networking site (SNS) created by and for runners who choose to run alone. The study explores the digital data generated by the runners using global positioning systems, such as how many kilometres have been covered, the average pace, the geographical location, the total climb, health information related to pulse rate and the number …
Touching the didactic contract—a student perspective on intergenerational touch in PE
A growing anxiety around intergenerational touch in educational settings has both emerged and increased in recent years. Previous research reveals that Physical Education (PE) teachers have become more cautious in their approaches to students and they avoid physical contact or other behavior that could be regarded as suspicious [Fletcher, 2013. Touching practice and physical education: Deconstruction of a contemporary moral panic. Sport, Educatio…
Recycling, crafting and learning – an empirical analysis of how students learn with garments and textile refuse in a school remake project
Creative remake assignments using garments and textile refuse are common educational projects to promote environmental and sustainability actions. However, very little empirical research has been carried out on the learning processes of remake projects. In this article, the aim is to examine how students learn with garments and textile refuse when engaging in a remake project. The exploration is conducted in a Swedish crafts class, educational sl…
Exploring gender habits
Digitisation is an ongoing process in society as well as in physical education (PE) and research has identified digital technologies as a trend that influences the PE curriculum. A number of studies have explored the topic from different angles, although very few have empirically looked at the critical aspects of digitised PE in educational practice. This is particularly striking when it comes to issues of gender. Against this background, the aim…
Health as Experience
Research has pursued salutogenic and narrative approaches to deal with questions about how everyday settings are constitutive for different health practices. Healthy behavior is not a distinguishable action, but a chain of activities, often embedded in other social practices. In this article, we have endeavored to describe such a chain of activities guided by the salutogenic claim of exploring the good living argued by McCuaig and Quennerstedt. W…
What physical education becomes when pupils with neurodevelopmental disorders are integrated
Background Previous research on inclusive physical education (PE) has often focused on pupils with visible physical disabilities and how best to facilitate and adapt PE so that they can play an active role in the educational situation. Many lessons about inclusion have emerged from this important field. However, less is known about more ‘invisible’ variations. In Sweden, many pupils who are diagnosed with neurodevelopmental disorders (NDD), such …
Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education
The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoo…
The ‘Good!’, the ‘Great!’ and the ‘Brilliant!’
Background Physical education (PE) research has contributed to learning-based perspectives on the why, what and how of teaching PE. Within this context, ball games have been criticized for reflecting the traditional sport discourse, which is not always conducive to a PE curriculum that focuses on equity and movement capability. Furthermore, research highlights the complexity of the teacher’s role in the gym, where clear and simple communication s…
Psychology (10 works) · Physical Education and Pedagogy (8 works) · Epistemology (7 works) · Pedagogy (7 works) · Sociology (7 works) · Social Psychology (6 works) · Physical education (5 works) · Aesthetics (4 works) · Art (4 works) · Computer Science (4 works)