Joacim Andersson
Datos Biográficos
| ID | 3886249 |
|---|---|
| NOMBRE | Joacim Andersson |
| NOMBRES | Joacim |
| APELLIDO | Andersson |
| FIRMA | ANDERSSON J |
| AFILIACIONES | Uppsala University |
| ORCID | 0000-0003-0579-4201 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 24 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Environment Rating Scales in Early Childhood Education and Care
Due to the societal significance of early childhood education and care (ECEC) as well as the crucial role of children’s early years (0–5 years) experiences for holistic development and wellbeing, there is a substantial interest in assessing ECEC and its environmental quality on child outcomes. To assess this type of quality in ECEC, a set of observational tools called Environment Rating Scales (ERS) are commonly used. However, the ERS field is gr…
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…
Making daily movement work
Schools are important settings for promoting health and fostering lifelong movement habits, particularly for children with limited access to physical activity outside school. This study explores how teachers in Swedish primary schools interpret, navigate, and organise the daily movement initiative within their institutional and professional context. Introduced in 2017, the initiative aims to address declining physical activity levels and growing …
Physical contact in physical education, sports coaching and the preschool – a scoping review
Physical contact between adults and children in educational setting has been a well debated subject in research over the past 20 years. Although physical contact is often regarded as an important pedagogical tool, it has given rise to an increased awareness amongst sports coaches, physical education and preschool teachers about the possible negative consequences of its use in these settings. The aim of this article is to map the current literatur…
Skinny girls
This paper provides in-depth knowledge into young girls' learning processes in relation to physical activity, diet/nutrition and body image. Data were generated from interviews with 49 girls (age 13-15) in England. The practical epistemological analysis technique was used to explore young people as both producers and consumers, or prosumers, of content and knowledge. The data illustrate that adolescent girls navigate two interrelated health-relat…
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…
Physical education teaching as a caring act—techniques of bodily touch and the paradox of caring
In this article, we investigate ‘no touch policies’ as a practical teacher concern that includes the body as a location, a source and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis…
I am sailing—towards a transactional analysis of ‘body techniques’
In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis…
Physical education teaching as a caring act—techniques of bodily touch and the paradox of caring
In this article, we investigate ‘no touch policies’ as a practical teacher concern that includes the body as a location, a source and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis…
I am sailing—towards a transactional analysis of ‘body techniques’
In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis…
I am sailing—towards a transactional analysis of ‘body techniques’
In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis…
Physical education teaching as a caring act—techniques of bodily touch and the paradox of caring
In this article, we investigate ‘no touch policies’ as a practical teacher concern that includes the body as a location, a source and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis…
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…
Skinny girls
This paper provides in-depth knowledge into young girls' learning processes in relation to physical activity, diet/nutrition and body image. Data were generated from interviews with 49 girls (age 13-15) in England. The practical epistemological analysis technique was used to explore young people as both producers and consumers, or prosumers, of content and knowledge. The data illustrate that adolescent girls navigate two interrelated health-relat…
Physical contact in physical education, sports coaching and the preschool – a scoping review
Physical contact between adults and children in educational setting has been a well debated subject in research over the past 20 years. Although physical contact is often regarded as an important pedagogical tool, it has given rise to an increased awareness amongst sports coaches, physical education and preschool teachers about the possible negative consequences of its use in these settings. The aim of this article is to map the current literatur…
Environment Rating Scales in Early Childhood Education and Care
Due to the societal significance of early childhood education and care (ECEC) as well as the crucial role of children’s early years (0–5 years) experiences for holistic development and wellbeing, there is a substantial interest in assessing ECEC and its environmental quality on child outcomes. To assess this type of quality in ECEC, a set of observational tools called Environment Rating Scales (ERS) are commonly used. However, the ERS field is gr…
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…
Making daily movement work
Schools are important settings for promoting health and fostering lifelong movement habits, particularly for children with limited access to physical activity outside school. This study explores how teachers in Swedish primary schools interpret, navigate, and organise the daily movement initiative within their institutional and professional context. Introduced in 2017, the initiative aims to address declining physical activity levels and growing …
Physical Education and Pedagogy (4 obras) · Psychology (4 obras) · Inclusion and Disability in Education and Sport (3 obras) · Physical education (3 obras) · Social Psychology (3 obras) · Sociology (3 obras) · Computer Science (2 obras) · Epistemology (2 obras) · Motivation and Self-Concept in Sports (2 obras) · Pedagogy (2 obras)