Øyvind Førland Standal
Biographic Data
| ID | 6509941 |
|---|---|
| NAME | Øyvind Førland Standal |
| GIVEN NAMES | Øyvind Førland |
| FAMILY NAME | Standal |
| SIGNATURE | STANDAL Ø F |
| AFFILIATIONS | Norwegian School of Sport Sciences |
| ORCID | 0000-0003-0464-7875 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
AI-hype! a critical approach to artificial intelligence in physical education
Exploring pedagogies of embodiment in physical education teacher education
Background: Various forms of social scientific approaches to the body, utilising concepts such as embodiment, embodied identity, and subjectivity have garnered increasing attention in physical education and physical education teacher education (PETE).On this backdrop, pedagogies of embodiment have been researched as an exciting, new topic in physical education.Nevertheless, little research on the topic has been carried out in PETE.Purpose: The pu…
What happens to the “social” in psychosocial? Exploring epistemic practices and therapeutic culture in teacher education
This paper examines the role of the psychosocial as an influential epistemic category in the context of a globalised therapeutic culture. Drawing on empirical data from fieldwork conducted at a teacher education institution in Norway, we conceptualise the psychosocial as epistemic practice and analyse three interrelated social levels: the individual level, concerned with teachers’ performance as social caretakers; the community level, characteris…
‘What we have done now is more student-centred’: An investigation of physical education teachers’ reflections over a one-year participatory action research project
Although reflection has a key position in the development of teachers’ pedagogical practices, few studies have investigated the development of physical education teachers’ reflections over time. Against this backdrop, this study seeks to answer the following research question: ‘How does a one-year participatory action research project using Cooperative Learning as a pedagogical intervention influence PE teachers’ reflections about teaching and le…
The Psychosocial in Norwegian Teacher Education in Light of Epistemic Objects and Therapeutic Culture
In this article we examine how therapeutic culture disseminates into and affects teacher education in Norway. This is done through a close examination of knowledge practices revolving around the term psychosocial. Based on fieldwork data and drawing on Karin Knorr Cetina’s concept of epistemic objects, we analyse how the psychosocial is practised, taught, and interpreted in a Norwegian primary and secondary teacher education institution. We ident…
Pedagogies of embodiment in physical education – a literature review
Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pe…
Teaching health in physical education: An action research project
In the Norwegian curriculum for physical education (PE), health is one of several topics students should learn about. However, the way in which many educators conceptualize health can impact both what students learn and how health is taught in PE. According to Mong and Standal (2019) , differences in terms of the conceptualizations of health can also lead to differences in teachers’ didactical approaches. This article is based on an action resear…
‘Feeling better’: Embodied self-knowledge as an aspect of movement capability
Background The literature on movement capability critiques the traditional content of physical education (i.e. the what of physical education) and the subject’s reliance on teacher-led methods (i.e. the how of physical education). By re-focusing the content as well as the teaching methods of physical education, the literature on movement capabilities as providing a more student-centered approach to a form of physical education, which is less focu…
Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review
The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social s…
While we may lead a horse to water we cannot make him drink’: Three physical education teachers’ professional growth through and beyond a prolonged participatory action research project
Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017, What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000) suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education …
Practicum in Physical Education Teacher Education: An Educational Partnership
The national curricula for physical education teacher education (PETE) in Norway require that practicum is carried out in a partnership between student teachers, cooperating teachers, and teacher educators. The aim of this article is to get insights into how cooperating teachers and teacher educators express and understand their educational partnership and mutual contribution to the practicum in PETE. Focus group interviews with cooperating teach…
Running with Dewey: Is it possible to learn to enjoy running in High School Physical Education
This study is based on an action research project labelled ‘Running with Dewey’ implemented in a second-year High School Physical Education (PE) class. The purpose of the project was to analyse students’ response to a running programme based on experiential learning. Eight students participated in alternative PE for 8 weeks. The action research project facilitated an autonomy supportive and reflection supportive climate, where students were indiv…
Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers
Previous studies have found that student teachers value the practicum over other parts of physical education teacher education and that they experience a gap between theory and practice in their education. The purpose of this study was to provide more knowledge about the theory–practice relations in the context of the practicum of physical education teacher education. Data were generated through focus group interviews with physical education teac…
Researching embodiment in movement contexts: A phenomenological approach
This article takes a phenomenological approach to understanding embodiment in relation to teaching and learning taking place in movement contexts. Recently a number of studies have pointed to the potential that phenomenology has to understand the meanings and experiences of moving subjects. By presenting two examples of our own work on embodied learning, and discussing these in light of a distinction between phenomenology as philosophy and as met…
Phronetic social science: A means of better researching and analysing coaching
The aim of this paper is to present the case for phronetic social science as an appropriate lens through which to view sports coaching. In doing so, we firstly define and then elaborate upon the principal concepts contained within phronetic social science as related to complex action, flexibility, moral reflection and power. By locating them within recent coaching research, the case is further made how such concepts can help coaching scholars and…
Pedagogy and human movement. Theory, practice, research
Pedagogy and human movement. Theory, practice, research
Researching embodiment in movement contexts: A phenomenological approach
This article takes a phenomenological approach to understanding embodiment in relation to teaching and learning taking place in movement contexts. Recently a number of studies have pointed to the potential that phenomenology has to understand the meanings and experiences of moving subjects. By presenting two examples of our own work on embodied learning, and discussing these in light of a distinction between phenomenology as philosophy and as met…
Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers
Previous studies have found that student teachers value the practicum over other parts of physical education teacher education and that they experience a gap between theory and practice in their education. The purpose of this study was to provide more knowledge about the theory–practice relations in the context of the practicum of physical education teacher education. Data were generated through focus group interviews with physical education teac…
Teaching health in physical education: An action research project
In the Norwegian curriculum for physical education (PE), health is one of several topics students should learn about. However, the way in which many educators conceptualize health can impact both what students learn and how health is taught in PE. According to Mong and Standal (2019) , differences in terms of the conceptualizations of health can also lead to differences in teachers’ didactical approaches. This article is based on an action resear…
While we may lead a horse to water we cannot make him drink’: Three physical education teachers’ professional growth through and beyond a prolonged participatory action research project
Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017, What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000) suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education …
Practicum in Physical Education Teacher Education: An Educational Partnership
The national curricula for physical education teacher education (PETE) in Norway require that practicum is carried out in a partnership between student teachers, cooperating teachers, and teacher educators. The aim of this article is to get insights into how cooperating teachers and teacher educators express and understand their educational partnership and mutual contribution to the practicum in PETE. Focus group interviews with cooperating teach…
Phronetic social science: A means of better researching and analysing coaching
The aim of this paper is to present the case for phronetic social science as an appropriate lens through which to view sports coaching. In doing so, we firstly define and then elaborate upon the principal concepts contained within phronetic social science as related to complex action, flexibility, moral reflection and power. By locating them within recent coaching research, the case is further made how such concepts can help coaching scholars and…
Phronetic social science: A means of better researching and analysing coaching
The aim of this paper is to present the case for phronetic social science as an appropriate lens through which to view sports coaching. In doing so, we firstly define and then elaborate upon the principal concepts contained within phronetic social science as related to complex action, flexibility, moral reflection and power. By locating them within recent coaching research, the case is further made how such concepts can help coaching scholars and…
Pedagogy and human movement. Theory, practice, research
Researching embodiment in movement contexts: A phenomenological approach
This article takes a phenomenological approach to understanding embodiment in relation to teaching and learning taking place in movement contexts. Recently a number of studies have pointed to the potential that phenomenology has to understand the meanings and experiences of moving subjects. By presenting two examples of our own work on embodied learning, and discussing these in light of a distinction between phenomenology as philosophy and as met…
Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers
Previous studies have found that student teachers value the practicum over other parts of physical education teacher education and that they experience a gap between theory and practice in their education. The purpose of this study was to provide more knowledge about the theory–practice relations in the context of the practicum of physical education teacher education. Data were generated through focus group interviews with physical education teac…
Running with Dewey: Is it possible to learn to enjoy running in High School Physical Education
This study is based on an action research project labelled ‘Running with Dewey’ implemented in a second-year High School Physical Education (PE) class. The purpose of the project was to analyse students’ response to a running programme based on experiential learning. Eight students participated in alternative PE for 8 weeks. The action research project facilitated an autonomy supportive and reflection supportive climate, where students were indiv…
Practicum in Physical Education Teacher Education: An Educational Partnership
The national curricula for physical education teacher education (PETE) in Norway require that practicum is carried out in a partnership between student teachers, cooperating teachers, and teacher educators. The aim of this article is to get insights into how cooperating teachers and teacher educators express and understand their educational partnership and mutual contribution to the practicum in PETE. Focus group interviews with cooperating teach…
Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review
The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social s…
While we may lead a horse to water we cannot make him drink’: Three physical education teachers’ professional growth through and beyond a prolonged participatory action research project
Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017, What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000) suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education …
‘Feeling better’: Embodied self-knowledge as an aspect of movement capability
Background The literature on movement capability critiques the traditional content of physical education (i.e. the what of physical education) and the subject’s reliance on teacher-led methods (i.e. the how of physical education). By re-focusing the content as well as the teaching methods of physical education, the literature on movement capabilities as providing a more student-centered approach to a form of physical education, which is less focu…
Pedagogies of embodiment in physical education – a literature review
Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pe…
Teaching health in physical education: An action research project
In the Norwegian curriculum for physical education (PE), health is one of several topics students should learn about. However, the way in which many educators conceptualize health can impact both what students learn and how health is taught in PE. According to Mong and Standal (2019) , differences in terms of the conceptualizations of health can also lead to differences in teachers’ didactical approaches. This article is based on an action resear…
‘What we have done now is more student-centred’: An investigation of physical education teachers’ reflections over a one-year participatory action research project
Although reflection has a key position in the development of teachers’ pedagogical practices, few studies have investigated the development of physical education teachers’ reflections over time. Against this backdrop, this study seeks to answer the following research question: ‘How does a one-year participatory action research project using Cooperative Learning as a pedagogical intervention influence PE teachers’ reflections about teaching and le…
The Psychosocial in Norwegian Teacher Education in Light of Epistemic Objects and Therapeutic Culture
In this article we examine how therapeutic culture disseminates into and affects teacher education in Norway. This is done through a close examination of knowledge practices revolving around the term psychosocial. Based on fieldwork data and drawing on Karin Knorr Cetina’s concept of epistemic objects, we analyse how the psychosocial is practised, taught, and interpreted in a Norwegian primary and secondary teacher education institution. We ident…
What happens to the “social” in psychosocial? Exploring epistemic practices and therapeutic culture in teacher education
This paper examines the role of the psychosocial as an influential epistemic category in the context of a globalised therapeutic culture. Drawing on empirical data from fieldwork conducted at a teacher education institution in Norway, we conceptualise the psychosocial as epistemic practice and analyse three interrelated social levels: the individual level, concerned with teachers’ performance as social caretakers; the community level, characteris…
Exploring pedagogies of embodiment in physical education teacher education
Background: Various forms of social scientific approaches to the body, utilising concepts such as embodiment, embodied identity, and subjectivity have garnered increasing attention in physical education and physical education teacher education (PETE).On this backdrop, pedagogies of embodiment have been researched as an exciting, new topic in physical education.Nevertheless, little research on the topic has been carried out in PETE.Purpose: The pu…
AI-hype! a critical approach to artificial intelligence in physical education
Psychology (14 works) · Pedagogy (13 works) · Sociology (11 works) · Physical education (10 works) · Physical Education and Pedagogy (10 works) · Mathematics education (8 works) · Inclusion and Disability in Education and Sport (7 works) · Motivation and Self-Concept in Sports (6 works) · Epistemology (5 works) · Philosophy (5 works)