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Co-developing inclusive tools in Physical Education (PE) for all pupils in school
Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI). (Hållbart deltagande i idrott och fysisk aktivitet)ORCID iD: 0000-0001-9192-6949
Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).ORCID iD: 0000-0002-6624-9963
Unit for Human Geography, Department of Economy and Society School of Business, Economics and Law, University of Gothenburg, Gothenburg, Sweden.ORCID iD: 0000-0002-2972-6273
2019 (English)In: HEPA Europe, 28-30 August 2019, Odense, Denmark: Abstract Book, Odense, 2019, no 1, p. 95-95Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Purpose: The purpose was to test and evaluate a prototype from a child’s perspective, with the specific aim to investigate how participation, inclusion, learning are expressed in the use and development of various new sports tools in the subject of PE at three schools in southwest Sweden. Development of inclusive tools for PE is often conducted without involving children as co-developers or viewing education as consisting of a heterogenous target groups, such as children with disabilities. The study is a part of a larger project on innovations from a norm-critical perspective on tools for PE with children both with and without disabilities and companies as co-producers.

Methods: The study uses qualitative methods such as interviews, films and participant observations with an intervention approach. The study was carried out at 3 elementary schools in south-west Sweden with approximately 15-20 children with and without disabilities, a total of about 60 children aged between 10 and 15.

Results: The results show that participation and inclusion play an important role developing and using tools in PE. The study also suggests that participation and inclusion may enhance learning, within the development and creative use in classes where challenges and obstacles were necessary to be dealt with by the children.

Conclusions: The children gave development proposals and different perspectives on inclusion. Teachers need also some tools to guide the students how to reflect on different actions in PE for all. The students was given an opportunity to reflect about training and norms, and these discussions gave us important knowledge about their needs. The childrens voices were important for researchers and entrepreneurs to develop the ability to think in new ways. Belonging and togetherness among pupils and teachers during PE lessons contributed to adapting the PE material to everyone's needs and conditions.

Place, publisher, year, edition, pages
Odense, 2019. no 1, p. 95-95
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hh:diva-41025OAI: oai:DiVA.org:hh-41025DiVA, id: diva2:1372488
Conference
15th annual meeting and 10th conference of HEPA Europe (HEPA 2019), Odense, Denmark, August 28-30, 2019
Funder
Vinnova, 2015-03866Available from: 2019-11-24 Created: 2019-11-24 Last updated: 2019-12-06Bibliographically approved

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Abstract HEPA-conference 2019(142 kB)1 downloads
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Authority records BETA

Kristén, LarsKlingvall, BodilRing, Mikael

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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