Communicating aims and learning goals in physical education: part of a subject for learning?

References

• Apple, M. W. (2001). Comparing neo-liberal projects and inequality in education. Comparative Education, 37, 409–423. doi:10.1080/03050060120091229
   Web of Science ®Google Scholar
• Biesta, G. J. J. (2004). Education, accountability, and the ethical demand: Can the democratic potential of accountability be regained? Educational Theory, 54, 233–250. doi:10.1111/j.0013-2004.2004.00017.x
   Google Scholar
• Black, P. (2004). Working inside the black box: Assessment for learning in the classroom. London: Kings College London.
   Google Scholar
• Bourdieu, P. (1990). The logic of practice. Stanford: Stanford University Press.
   Google Scholar
• Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2), 4–15. doi:10.3102/0013189X028002004
   Google Scholar
• Crum, B. J. (1993). Conventional thought and practice in physical education: Problems of teaching and implications for change. Quest, 45, 339–356. doi:10.1080/00336297.1993.10484092
   Web of Science ®Google Scholar
• Ekberg, J.-E. (2009). Mellan fysisk bildning och aktivering. En studie av ämnet idrott och hälsa i skolår 9 [Between physical education and physical activity: A study about the school subject physical education and health in year 9] (PhD thesis). Malmö: Malmö Högskola, Studies in Educational Sciences 46.
   Google Scholar
• Englund, T. (1994). Education as a citizenship right—A concept in transition: Sweden related to other western democracies and political philosophy. Journal of Curriculum Studies, 26, 383–399. doi:10.1080/0022027940260403
   Web of Science ®Google Scholar
• Englund, T. (2011). Mellan utbildningsvetenskap och utbildningspolitik [Between educational science and educational politics]. In B. Jansson (Ed.), Utbildningsvetenskapens kärna – Läraryrkets innersta väsen? [The core of educational science—The core of the teaching profession?]. Malmö: Gleerups.
   Google Scholar
• Engström, L.-M. (2008). Who is physically active? Cultural capital and sports participation from adolescence to middle age—A 38 year follow-up study. Physical Education and Sports Pedagogy, 13, 319–343. doi:10.1080/17408980802400510
   Google Scholar
• Ferry, M., Meckbach, J., & Larsson, H. (2013). School sport in Sweden: What is it, and how did it come to be? Sport in Society: Cultures, Commerce, Media, Politics, 16, 805–818. doi:10.1080/17430437.2012.753530
   Google Scholar
• Hodkinson, P., Biesta, G., & James, D. (2008). Understanding learning culturally: Overcoming the dualism between social and individual views of learning. Vocations and Learning, 1(1), 27–47. doi:10.1007/s12186-007-9001-y
   Web of Science ®Google Scholar
• Kirk, D. (1998). Schooling bodies: School practises and public discourse 1880–1950. London: Leicester University Press.
   Google Scholar
• Kirk, D. (2006). Sport education, critical pedagogy, and learning theory: Toward an intrinsic justification for physical education and youth sport. Quest, 58, 255–264. doi:10.1080/00336297.2006.10491882
   Web of Science ®Google Scholar
• Larsson, H., & Redelius, K. (2008). Swedish physical education research questioned—Current situation and future directions. Physical Education and Sport Pedagogy, 13, 381–398. doi:10.1080/17408980802353354
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
   Google Scholar
• Lingard, B., & Sellar, S. (2013). ‘Catalyst data’: Perverse systemic effects of audit and accountability in Australian schooling. Journal of Education Policy, 28, 634–656. doi:10.1080/02680939.2012.758815
   Web of Science ®Google Scholar
• MacPhail, A., Gorely, T., Kirk, D., & Kinchin, G. (2008). Children’s experiences of fun and enjoyment during a season of sport education. Research Quarterly for Exercise and Sport, 79, 344–355. doi:10.1080/02701367.2008.10599498
   PubMed Web of Science ®Google Scholar
• Öhman, M., & Quennerstedt, M. (2008). Feel good—Be good: Subject content and governing processes in physical education. Physical Education and Sport Pedagogy, 13, 365–379. doi:10.1080/17408980802353339
   Google Scholar
• Penney, D., & Chandler, T. (2000). Physical education: What future (s)? Sport, Education and Society, 5, 71–87. doi:10.1080/135733200114442
   Web of Science ®Google Scholar
• Placek, J. H. (1983). Conceptions of success in teaching: Busy, happy, and good? In T. Templin & J. Olsen (Eds.), Teaching in physical education (pp. 46–56). Champaign, IL: Human Kinetics.
   Google Scholar
• Quennerstedt, M., Annerstedt, C., Barker, D., Karlefors, I., Larsson, H., Redelius, K., & Öhman, M, (2014). What did they learn in school today? A method for exploring aspects of learning in physical education. European Physical Education Review, 20, 282–302. doi:10.1177/1356336X14524864
   Web of Science ®Google Scholar
• Quennerstedt, M., Öhman, J., & Öhman, M. (2011). Investigating learning in physical education. A transactional approach. Sport, Education and Society, 16, 159–177. doi:10.1080/13573322.2011.540423
   Web of Science ®Google Scholar
• Redelius, K., Fagrell, B., & Larsson, H. (2009). Symbolic capital in physical education and health. To do, to be or to know? That is the gendered question. Sport, Education and Society, 14, 245–260. doi:10.1080/13573320902809195
   Web of Science ®Google Scholar
• Rønholt, H. (2002). ‘It’s only the sissies’: Analysis of teaching and learning processes in physical education: A contribution to the hidden curriculum. Sport, Education and Society, 7, 25–36. doi:10.1080/13573320120113558
   Web of Science ®Google Scholar
• Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13. doi:10.3102/0013189X027002004
   Google Scholar
• SKOLFS. (2011). Skolverkets Allmänna råd 2011:149 [The Swedish National Agency for Education] (p. 1–4). Retrieved from http://www.skolverket.se
   Google Scholar
• Sundberg, D., & Wahlström, N. (2012). Standards-based curricula in a denationalised conception of education: The case of Sweden. European Educational Research Journal, 11, 342–356. doi:10.2304/eerj.2012.11.3.342
   Google Scholar
• Tinning, R. (2000). Seeking a realistic contribution: Considering HPE within Australia and New Zealand. Journal of Physical Education New Zealand, 33, 8–21. Retrieved from http://www.cabdirect.org/abstracts/20013081380.html
   Google Scholar
• Wertsch, J. V. (1998). Mind as action. Oxford: Oxford University Press.
   Google Scholar
• West, A., Mattei, P., & Roberts, J. (2011). Accountability and sanctions in English schools. British Journal of Educational Studies, 59(1), 41–62. doi:10.1080/00071005.2010.529416
   Web of Science ®Google Scholar