Jan-Eric Ekberg
Biographic Data
| ID | 6685833 |
|---|---|
| NAME | Jan-Eric Ekberg |
| GIVEN NAMES | Jan-Eric |
| FAMILY NAME | Ekberg |
| SIGNATURE | EKBERG J |
| AFFILIATIONS | Malmö University |
| ORCID | 0000-0002-2284-3514 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Educational gymnastics as objectual practice
Background, purpose, and theoretical framework: According to Knorr-Cetina, the development of knowledge occurs in objectual practice within what she refers to as epistemic cultures. We assume this also applies to knowledge in movement. However, there is a lack of insight into the epistemic cultures of movement practices, which may be why physical education (PE) is sometimes reduced to recreational physical activity or ‘correct technique’ in prede…
How does physical education teacher education prepare preservice teachers to make practical judgements when teaching games? A case study
Background In the last 40 years, physical education (PE) scholars have developed an array of approaches for teaching games. This development is positive in that PE professionals now have a wealth of practically-oriented scholarship to help them teach games. Yet the widespread availability of prescriptions for teaching games potentially reduces both the need and opportunity for teachers to exercise their practical judgement when working with games…
What do you think you are doing? How physical education researchers make scientific contributions
Scholars have expressed concern about stagnation in physical education research. Specifically, they have claimed that physical education researchers have been investigating the same topics, presenting the same solutions, and at times fail to build on - or in some cases, even acknowledge - existing scientific findings. These are serious assertions that call into question the enterprise of researching in physical education. In this paper, we evalua…
Creative dance – practising and improving … what? A study in physical education teacher education
Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely d…
A comparative analysis of movement and physical activity in early childhood teacher education policy in five Nordic countries
Introduction The aim of this study is to investigate the integration of movement and physical activity (MoPA) within Early Childhood Teacher Education (ECTE) policies across Denmark, Finland, Iceland, Norway, and Sweden. This knowledge can inform the development of ECTE policies and practices that promote MoPA in Early Childhood Education and Care (ECEC) in Nordic countries and other countries worldwide. Methods In this study, a Nordic cross-nati…
Knowledge in the school subject of physical education
Purpose: The purpose of this conceptual article is to explore how Bernstein’s concepts can further our understanding of the internal structure of knowledge informing physical education (PE) and the transmission of knowledge from its site of production into the school subject. In the process of constructing a school subject, knowledge is chosen and decontextualised from where it is produced and then recontextualised into the pedagogic context. Thi…
Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries
The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC pol…
What do you think you are doing? How physical education researchers make scientific contributions
Scholars have expressed concern about stagnation in physical education research. Specifically, they have claimed that physical education researchers have been investigating the same topics, presenting the same solutions, and at times fail to build on - or in some cases, even acknowledge - existing scientific findings. These are serious assertions that call into question the enterprise of researching in physical education. In this paper, we evalua…
Knowledge in the school subject of physical education
Purpose: The purpose of this conceptual article is to explore how Bernstein’s concepts can further our understanding of the internal structure of knowledge informing physical education (PE) and the transmission of knowledge from its site of production into the school subject. In the process of constructing a school subject, knowledge is chosen and decontextualised from where it is produced and then recontextualised into the pedagogic context. Thi…
Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries
The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC pol…
Creative dance – practising and improving … what? A study in physical education teacher education
Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely d…
A comparative analysis of movement and physical activity in early childhood teacher education policy in five Nordic countries
Introduction The aim of this study is to investigate the integration of movement and physical activity (MoPA) within Early Childhood Teacher Education (ECTE) policies across Denmark, Finland, Iceland, Norway, and Sweden. This knowledge can inform the development of ECTE policies and practices that promote MoPA in Early Childhood Education and Care (ECEC) in Nordic countries and other countries worldwide. Methods In this study, a Nordic cross-nati…
What do you think you are doing? How physical education researchers make scientific contributions
Scholars have expressed concern about stagnation in physical education research. Specifically, they have claimed that physical education researchers have been investigating the same topics, presenting the same solutions, and at times fail to build on - or in some cases, even acknowledge - existing scientific findings. These are serious assertions that call into question the enterprise of researching in physical education. In this paper, we evalua…
Educational gymnastics as objectual practice
Background, purpose, and theoretical framework: According to Knorr-Cetina, the development of knowledge occurs in objectual practice within what she refers to as epistemic cultures. We assume this also applies to knowledge in movement. However, there is a lack of insight into the epistemic cultures of movement practices, which may be why physical education (PE) is sometimes reduced to recreational physical activity or ‘correct technique’ in prede…
How does physical education teacher education prepare preservice teachers to make practical judgements when teaching games? A case study
Background In the last 40 years, physical education (PE) scholars have developed an array of approaches for teaching games. This development is positive in that PE professionals now have a wealth of practically-oriented scholarship to help them teach games. Yet the widespread availability of prescriptions for teaching games potentially reduces both the need and opportunity for teachers to exercise their practical judgement when working with games…
Physical Education and Pedagogy (5 works) · Children's Physical and Motor Development (4 works) · Physical education (4 works) · Psychology (4 works) · Inclusion and Disability in Education and Sport (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Developmental psychology (2 works)