References
- Alvesson, M., & Sköldberg, K. (1994). Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod [Interpretation and Reflection. Philosophy of Science and Qualitative Method]. Studentlitteratur.
- Araújo, R., Mesquita, I., Hastie, P., & Pereria, C. (2016). Students’ game performance improvements during a hybrid sport education–step-game-approach volleyball unit. European Physical Education Review, 22(2), 185–14. https://doi.org/https://doi.org/10.1177/1356336X15597927
- Arias-Estero, J., & Castejón, F. (2014). Using instruments for tactical assessment in physical education and extra-curricular sports. European Physical Education Review, 20(4), 525–535. https://doi.org/https://doi.org/10.1177/1356336X14539214
- Ayvazo, S., & Ward, P. (2011). Pedagogical content knowledge of experienced teachers in physical education: Functional analysis of adaptations. Research Quarterly for Exercise and Sport, 82(4), 675–684. https://doi.org/https://doi.org/10.1080/02701367.2011.10599804
- Ayvazo, S., Ward, P., & Stuhr, P. T. (2010). Teaching and assessing content knowledge in preservice physical education. Journal of Physical Education, Recreation & Dance, 81(4), 40–44. https://doi.org/https://doi.org/10.1080/07303084.2010.10598463
- Backman, E., & Barker, D. M. (2020). Re-thinking pedagogical content knowledge for physical education teachers – Implications for physical education teacher education. Physical Education and Sport Pedagogy, 25(5), 451–463. https://doi.org/https://doi.org/10.1080/17408989.2020.1734554
- Backman, E., & Larsson, H. (2016). What should a physical education teacher know? An analysis of learning outcomes for future physical education teachers in Sweden. Physical Education and Sport Pedagogy, 21(2), 185–200. https://doi.org/https://doi.org/10.1080/17408989.2014.946007
- Backman, E., Nyberg, G., & Larsson, H. (2020). Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective. European Physical Education Review, 26(1), 111–127. https://doi.org/https://doi.org/10.1177/1356336X19837287
- Backman, E., & Pearson, P. (2016). ‘We should assess the students in more authentic situations’: Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review, 22(1), 47–64. https://doi.org/https://doi.org/10.1177/1356336X15589203
- Backman, E., Pearson, P., & Forrest, G. J. (2019). The value of movement content knowledge in the training of Australian PE teachers: Perceptions of teacher educators. Curriculum Studies in Health and Physical Education, 10(2), 187–203. https://doi.org/https://doi.org/10.1080/25742981.2019.1596749
- Baghurst, T., Richard, K., Mwavita, M., & Ramos, N. (2015). Procedures and reasoning for skill proficiency testing in physical education teacher education Programs. Cogent Education, 2(1), 1111716. https://doi.org/https://doi.org/10.1080/2331186X.2015.1111716
- Barker, D. M., Aggerholm, K., Standal, O., & Larsson, H. (2018). Developing the practising model in physical education: An expository outline focusing on movement capability. Physical Education and Sport Pedagogy, 23(2), 209–221. https://doi.org/https://doi.org/10.1080/17408989.2017.1371685
- Braun, V., Clarke, V., & Weate, P. (2017). Using thematic analysis in sport and exercise research. In B. Smith & A. Sparkes (Eds.), Routledge handbook of qualitative research in sport and exercise (pp. 191–206). Routledge.
- Bunker D and Thorpe R (1982) A model for the teaching of games in the secondary school. Bulletin of Physical Education, 18(1), 5–8.
- Burr, V. (2003). Social Constructionism. Routledge.
- Capel, S., Hayes, S., Katene, W., & Velija, P. (2011). The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers. European Physical Education Review, 17(2), 183–201. https://doi.org/https://doi.org/10.1177/1356336X11413184
- Forrest, G. (2015). Systematic assessment of game-centred approach practices – The game-centred approach assessment Scaffold. Physical Education and Sport Pedagogy, 20(2), 144–158. https://doi.org/https://doi.org/10.1080/17408989.2013.803526
- Halling, A., Ronglan, L. T., & Teng, G. (2009) Ballspill over grenser [Ballgames across borders] Odense: Syddansk Universitetsförlag. [In Danish]
- Harvey, S., Cushion, C. J., Wegis, H. M., & Massa-Gonzalez, A. N. (2010). Teaching games for understanding in American high-school soccer: A quantitative data analysis using the game performance assessment instrument. Physical Education and Sport Pedagogy, 15(1), 29–54. https://doi.org/https://doi.org/10.1080/17408980902729354
- Hayes, S., Capel, S., Katene, W., & Cook, P. (2008). An examination of knowledge prioritisation in secondary physical education teacher education courses. Teaching and Teacher Education, 24(2), 330–342. https://doi.org/https://doi.org/10.1016/j.tate.2006.10.012
- Herold, F., & Waring, M. (2017). Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education. Physical Education and Sport Pedagogy, 22(3), 231–245. https://doi.org/https://doi.org/10.1080/17408989.2016.1192592
- Iserbyt, P., Ward, P., & Li, W. (2017). Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education. Physical Education and Sport Pedagogy, 22(1), 71–88. https://doi.org/https://doi.org/10.1080/17408989.2015.1095868
- Kirk, D. (2010). Physical Education Futures. Routledge.
- Larsson, H. (2016). Idrott och hälsa: I går, i dag, i morgon [Physical education and health: Yesterday, today, tomorrow]. Liber.
- Larsson, H., & Meckbach, J. (2012). Idrottsdidaktiska utmaningar [Didactical challenges in physical education and health]. Liber.
- Larsson, L., Linnér, S., & Schenker, K. (2018). The doxa of physical education teacher education – Set in stone? European Physical Education Review, 24(1), 114–130. https://doi.org/https://doi.org/10.1177/1356336X16668545
- Light, R., & Georgakis, S. (2007). The effect of Game Sense pedagogy on primary school pre–service teachers’ attitudes to teaching physical education. ACHPER Healthy Lifestyle Journal, 54(1), 24–28.
- Macken, S., MacPhail, A., & Calderon, A. (2020). Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement. Physical Education and Sport Pedagogy, 25(5), 539–554. https://doi.org/https://doi.org/10.1080/17408989.2020.1752647
- Maivorsdotter, N., Lundvall, S., & Quennerstedt, M. (2014). Being a competent athlete or a competent teacher? Aesthetic experiences in physical education teacher education. European Physical Education Review, 20(3), 407–422. https://doi.org/https://doi.org/10.1177/1356336X14535058
- McNeill, M., Fry, J., Wright, S., Tan, C., & Rossi, T. (2008). Structuring time and questioning to achieve tactical awareness in games lessons. Physical Education and Sport Pedagogy, 13(3), 231–249. https://doi.org/https://doi.org/10.1080/17408980701345766
- Memmerth, D., & Harvey, S. (2008). The Game Performance Assessment Instrument (GPAI): Some Concerns and Solutions for Further Development. Journal of Teaching in Physical Education, 27(2), 220–240. https://doi.org/https://doi.org/10.1123/jtpe.27.2.220
- Metzler, M. (2011). Instructional models for physical education. Holcomb Hathaway.
- Nyberg, G., Backman, E., & Larsson, H. (2019). Exploring the meaning of movement capability in physical education teacher education through student voices. European Physical Education Review, 26(1), 144–158. https://doi.org/https://doi.org/10.1177/1356336X19841086
- Oslin, J. L., Mitchell, S. A., & Griffin, L. L. (1998). The Game Performance Assessment Instrument (GPAI): Development and Preliminary Validation. Journal of Teaching in Physical Education, 17(2), 231–243. https://doi.org/https://doi.org/10.1123/jtpe.17.2.231
- Ovens, A. (2017). Transformative aspirations and realities in physical education teacher education (PETE). In C. D. Ennis (Ed.), Routledge handbook of physical education pedagogies (pp. 295–307). Routledge.
- Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.
- Philpot, R., & Smith, W. (2018). Making a different difference: Physical education teacher education students’ reading of critical PETE program. Curriculum Studies in Health and Physical Education, 9(1), 7–21. https://doi.org/https://doi.org/10.1080/18377122.2018.1425120
- Redelius, K., Fagrell, B., & Larsson, H. (2009). Symbolic capital in physical education and health: To be, to do or to know? That is the gendered question. Sport, Education and Society, 14(2), 245–260. https://doi.org/https://doi.org/10.1080/13573320902809195
- Siedentop, D. (2009). Content Knowledge for Physical Education. In R. Bailey & D. Kirk (Eds.), The Routledge Physical Education Reader (pp. 243–253). Routledge.
- Swedish National Agency of Education, SNAE (2011a) Kursplan i idrott och hälsa, grundskolan [Curriculum for Physical Education and Health, compulsory school]. Avaliable at: https://www.skolverket.se/publikationsserier/styrdokument/2018/curriculum-for-the-compulsory-school-preschool-class-and-school-age-educare-revised-2018?id=3984 (accessed 26 March 2021). Skolverket, Stockholm, Sweden.
- Swedish National Agency of Education, SNAE (2011b) Kursplan i idrott och hälsa, gymnasieskolan [Curriculum for Physical Education and Health, upper secondary school]. Avaliable at: https://www.skolverket.se/undervisning/gymnasieskolan/laroplan-program-och-amnen-igymnasieskolan/gymnasieprogrammen/amne?url=1530314731%2Fsyllabuscw%2Fjsp%2Fsubject.htm%3FsubjectCode%3DIDR%26tos%3Dgy&sv.url=12.5dfee44715d35a5cdfa92a3 (accessed 26 March 2021). Skolverket, Stockholm, Sweden.
- Swedish Research Council, SRC (2015) Ethics. Available at: https://www.vr.se/english/calls-and-decisions/grant-terms-and-conditions/ethical-research.html ( accessed 26 March 2021). Vetenskapsrådet, Stockholm, Sweden.
- Teng, G. (2013) Uppdrag samspel - en studie om elevers samspelskunnande i bollspel i ämnet idrott och hälsa [Assignment interaction – A study on student interaction knowledge in ball games in the subject of physical education and health]. Licentiate degree thesis. Gothenburg university:.
- Tinning R. (2006). Theoretical orientations in physical education teacher education. In D. Kirk, D. Macdonald, & M. O´Sullivan (Eds.), The Handbook of Physical Education (pp. 369–386). Sage Publications.
- Tinning R. (2010). Pedagogy and human movement: Theory, practice, research. Routledge.
- Ward, P., & Ayvazo, S. (2016). Pedagogical content knowledge: conceptions and findings in physical education. Journal of Teaching in Physical Education, 35(3), 194–207. https://doi.org/https://doi.org/10.1123/jtpe.2016-0037
- Ward, P., Kim, I., Ko, B., & Li, W. (2015). Effects of improving teachers‘ content knowledge on teaching and student learning in physical education. Research Quarterly for Exercise and Sport, 86(2), 130–139. https://doi.org/https://doi.org/10.1080/02701367.2014.987908
- Wiker, M. (2017) ’Det är live liksom’: Elevers perspektiv på villkor och utmaningar i Idrott och Hälsa [‘It’s kinda live’: Pupils’ perspective on the conditions and challenges in Physical Education and Health]. Doctoral dissertation. Karlstads universitet.