Lars Tore Ronglan
Biographic Data
| ID | 4221004 |
|---|---|
| NAME | Lars Tore Ronglan |
| GIVEN NAMES | Lars Tore |
| FAMILY NAME | Ronglan |
| SIGNATURE | RONGLAN L T |
| AFFILIATIONS | Norwegian School of Sport Sciences |
| ORCID | 0000-0002-0331-5361 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
When different logics meet
Through a longitudinal study of how a national head coach in men's football defended and explained persistent losses, the following questions were addressed: What was the content of the media criticism, how did the coach react and why, and how did the media react to his response? Despite persistent losses, the coach praised his team and never admitted having done something wrong. The media, in turn, criticised the coach for his rhetoric, his lack…
Engaging with uncertainty in athlete development – orchestrating talent development through incremental leadership
The development of young athletes is a complex process characterised by dynamic changes and uncertainty [Abbott, A., Button, C., Pepping, G.-J., & Collins, D. (2005). Unnatural selection: Talent identification and development in sport. Nonlinear Dynamics, Psychology, and Life Sciences, 9(1), 61–88]. Talent development systems are characterised by a high level of uncertainty and unpredictability related to future outcomes [Phillips, E., Davids, K.…
Developing a pedagogy of teacher education using self-study
This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how…
Building sport policy's legitimacy in Norway and New Zealand
Governing state-funded sport is tenuous because of the need to maintain legitimacy and support from political authorisers, stakeholders and network partners/members. The purpose of this paper is to compare/contrast how central sport agencies in Norway and New Zealand create, build or sustain legitimacy through their accountability regimes. More particularly, this comparison distinguishes between input and output sources of legitimacy, where the f…
Learning to teach sport education
The pre-service teacher (PST) learning process has been claimed to include multiple and complex forms of learning because various areas of knowledge growth occur at the same time. In the Sport Education (SE) literature, there has been a noticeable dearth of research regarding how PSTs learn, interpret and deliver the model. While several studies report PSTs having experienced SE prior to the formal study being carried out, to our knowledge, only …
What do coaches orchestrate? Unravelling the ‘quiddity’ of practice
The general purpose of this article is threefold. Firstly, it is to further the notion of coaching as orchestration through developing insight into precisely how and what coaches orchestrate. Secondly, it is to firmly position coaching as a relational practice, whilst thirdly it is to better define coaching’s complex nature and how it can be somewhat ordered. Following an introduction where the purpose and value of the article are outlined, we pr…
Managing Elite Sport Systems
Without their individual talent, elite athletes like Maria Sharapova, Tiger Woods, Veronica Campbell and Inge De Brujin would have not developed their impressive sporting careers. However talented, athletes’ successes are not possible without: the network of sports clubs where they develop as athletes; the training and competition opportunities they are offered; the guidance from coaches, physiotherapists, doctors, dieticians and sports scientist…
Enjoyment in youth soccer
This article reports on a qualitative study that explored the experiences of adolescents in Norwegian soccer teams. The sample included players aged 12–14 years who participated in the promoting adolescence physical activity (PAPA) project. The data were generated by twelve focus groups with seven girls’ teams and five boys’ teams and indicated that a central component of the soccer players’ experience was simply enjoyment. Their descriptions of …
Talent development as an ecology of games
Structured talent identification and development, it has been argued, is one of the foundations of international sporting success and many modern elite sport systems have applied normative talent development (TD) models. The success of Norwegian handball, however, is based on an alternative approach to TD. Norwegian handball is characterized by a heterarchical organizational structure in which several key actors function highly autonomously. The …
I just want to be me when I am exercising’
This study explores the social and dynamic aspects of the concept ‘exercise identity’. Previous research, mainly in psychology, has documented a link between exercise identity and exercise behaviour. However, the process of identity formation is not straightforward but rather something that can change with time, context and interaction with others. Subsequently, the present work is informed by a social constructivist approach that views exercise …
Talent development as an ecology of games
Structured talent identification and development, it has been argued, is one of the foundations of international sporting success and many modern elite sport systems have applied normative talent development (TD) models. The success of Norwegian handball, however, is based on an alternative approach to TD. Norwegian handball is characterized by a heterarchical organizational structure in which several key actors function highly autonomously. The …
What do coaches orchestrate? Unravelling the ‘quiddity’ of practice
The general purpose of this article is threefold. Firstly, it is to further the notion of coaching as orchestration through developing insight into precisely how and what coaches orchestrate. Secondly, it is to firmly position coaching as a relational practice, whilst thirdly it is to better define coaching’s complex nature and how it can be somewhat ordered. Following an introduction where the purpose and value of the article are outlined, we pr…
Engaging with uncertainty in athlete development – orchestrating talent development through incremental leadership
The development of young athletes is a complex process characterised by dynamic changes and uncertainty [Abbott, A., Button, C., Pepping, G.-J., & Collins, D. (2005). Unnatural selection: Talent identification and development in sport. Nonlinear Dynamics, Psychology, and Life Sciences, 9(1), 61–88]. Talent development systems are characterised by a high level of uncertainty and unpredictability related to future outcomes [Phillips, E., Davids, K.…
Enjoyment in youth soccer
This article reports on a qualitative study that explored the experiences of adolescents in Norwegian soccer teams. The sample included players aged 12–14 years who participated in the promoting adolescence physical activity (PAPA) project. The data were generated by twelve focus groups with seven girls’ teams and five boys’ teams and indicated that a central component of the soccer players’ experience was simply enjoyment. Their descriptions of …
Developing a pedagogy of teacher education using self-study
This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how…
Building sport policy's legitimacy in Norway and New Zealand
Governing state-funded sport is tenuous because of the need to maintain legitimacy and support from political authorisers, stakeholders and network partners/members. The purpose of this paper is to compare/contrast how central sport agencies in Norway and New Zealand create, build or sustain legitimacy through their accountability regimes. More particularly, this comparison distinguishes between input and output sources of legitimacy, where the f…
I just want to be me when I am exercising’
This study explores the social and dynamic aspects of the concept ‘exercise identity’. Previous research, mainly in psychology, has documented a link between exercise identity and exercise behaviour. However, the process of identity formation is not straightforward but rather something that can change with time, context and interaction with others. Subsequently, the present work is informed by a social constructivist approach that views exercise …
Learning to teach sport education
The pre-service teacher (PST) learning process has been claimed to include multiple and complex forms of learning because various areas of knowledge growth occur at the same time. In the Sport Education (SE) literature, there has been a noticeable dearth of research regarding how PSTs learn, interpret and deliver the model. While several studies report PSTs having experienced SE prior to the formal study being carried out, to our knowledge, only …
I just want to be me when I am exercising’
This study explores the social and dynamic aspects of the concept ‘exercise identity’. Previous research, mainly in psychology, has documented a link between exercise identity and exercise behaviour. However, the process of identity formation is not straightforward but rather something that can change with time, context and interaction with others. Subsequently, the present work is informed by a social constructivist approach that views exercise …
Managing Elite Sport Systems
Without their individual talent, elite athletes like Maria Sharapova, Tiger Woods, Veronica Campbell and Inge De Brujin would have not developed their impressive sporting careers. However talented, athletes’ successes are not possible without: the network of sports clubs where they develop as athletes; the training and competition opportunities they are offered; the guidance from coaches, physiotherapists, doctors, dieticians and sports scientist…
Enjoyment in youth soccer
This article reports on a qualitative study that explored the experiences of adolescents in Norwegian soccer teams. The sample included players aged 12–14 years who participated in the promoting adolescence physical activity (PAPA) project. The data were generated by twelve focus groups with seven girls’ teams and five boys’ teams and indicated that a central component of the soccer players’ experience was simply enjoyment. Their descriptions of …
Talent development as an ecology of games
Structured talent identification and development, it has been argued, is one of the foundations of international sporting success and many modern elite sport systems have applied normative talent development (TD) models. The success of Norwegian handball, however, is based on an alternative approach to TD. Norwegian handball is characterized by a heterarchical organizational structure in which several key actors function highly autonomously. The …
Learning to teach sport education
The pre-service teacher (PST) learning process has been claimed to include multiple and complex forms of learning because various areas of knowledge growth occur at the same time. In the Sport Education (SE) literature, there has been a noticeable dearth of research regarding how PSTs learn, interpret and deliver the model. While several studies report PSTs having experienced SE prior to the formal study being carried out, to our knowledge, only …
What do coaches orchestrate? Unravelling the ‘quiddity’ of practice
The general purpose of this article is threefold. Firstly, it is to further the notion of coaching as orchestration through developing insight into precisely how and what coaches orchestrate. Secondly, it is to firmly position coaching as a relational practice, whilst thirdly it is to better define coaching’s complex nature and how it can be somewhat ordered. Following an introduction where the purpose and value of the article are outlined, we pr…
Building sport policy's legitimacy in Norway and New Zealand
Governing state-funded sport is tenuous because of the need to maintain legitimacy and support from political authorisers, stakeholders and network partners/members. The purpose of this paper is to compare/contrast how central sport agencies in Norway and New Zealand create, build or sustain legitimacy through their accountability regimes. More particularly, this comparison distinguishes between input and output sources of legitimacy, where the f…
Engaging with uncertainty in athlete development – orchestrating talent development through incremental leadership
The development of young athletes is a complex process characterised by dynamic changes and uncertainty [Abbott, A., Button, C., Pepping, G.-J., & Collins, D. (2005). Unnatural selection: Talent identification and development in sport. Nonlinear Dynamics, Psychology, and Life Sciences, 9(1), 61–88]. Talent development systems are characterised by a high level of uncertainty and unpredictability related to future outcomes [Phillips, E., Davids, K.…
Developing a pedagogy of teacher education using self-study
This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how…
When different logics meet
Through a longitudinal study of how a national head coach in men's football defended and explained persistent losses, the following questions were addressed: What was the content of the media criticism, how did the coach react and why, and how did the media react to his response? Despite persistent losses, the coach praised his team and never admitted having done something wrong. The media, in turn, criticised the coach for his rhetoric, his lack…
Sport Psychology and Performance (7 works) · Psychology (6 works) · Sociology (6 works) · Political science (5 works) · Elite (4 works) · Law (4 works) · Pedagogy (4 works) · Physical Education and Pedagogy (4 works) · Motivation and Self-Concept in Sports (3 works) · Politics (3 works)