Øyvind Førland Standal

• Standal, Øyvind (2026). AI-hype! a critical approach to artificial intelligence in physical education. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2026.2649518. Full text in Research Archive
• Standal, Øyvind & Moen, Kjersti Mordal (2025). Epistemisk aktørskap? Ein casestudie av undervisningsopplegg genererte av kunstig intelligens. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 48(4), p. 225–236. doi: 10.18261/uniped.48.4.1. Full text in Research Archive Show summary

  Framveksten av kunstig intelligens (KI) og særleg introduksjonen av samtaleroboten ChatGPT har hatt stor innverknad på utdanningssektoren. Debattane om samtalerobotar har vore polariserte, og har ofte vore basert på anekdotar framfor systematiske utprøvingar. I denne artikkelen analyserer vi ein casestudie der det er undersøkt korleis undervisning om helse viser seg i KI-genererte undervisningsopplegg i kroppsøving, og kva betydning denne forma for undervisningsplanlegging kan ha for lærarutdanninga. Gjennom ein kvalitativ innhaldsanalyse av undervisningsopplegg generert ved hjelp av tenesta Kroppsøvingsassistenten identifiserer vi tre overordna kategoriar: helse er oppdelt i fysisk, psykisk og sosial helse, struktur og mål for undervisninga er klart definerte og helse er eit område for teoriundervisning. Vi diskuterer funna i lys av omgrepsparet «epistemisk aktørskap», som vektlegg kor viktig det er at studentar er aktive deltakarar i læringsprosessen. I diskusjonen peikar vi på både utfordringar og mogelegheiter ved bruk av samtalerobotar i lærarutdanninga. Vi argumenterer for at epistemisk aktørskap kan fungere som ei rettesnor for å utvikle pedagogiske tilnærmingar som fremjar kritisk tenking og aktiv deltaking blant studentar.

• Standal, Øyvind; Cruaud, Caroline; Siddiq, Fazilat & Steen-Utheim, Anna Therese (2024). Kva vi snakkar om når vi snakkar om studentaktiv læring. Ein konseptuell systematisk litteraturgjennomgang. In Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert; Mavroudi, Anna & Wallin, Patric (Ed.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISSN 9788202860790. p. 263–284. doi: 10.23865/cdf.225. Full text in Research Archive Show summary

  During the last decade, the concept student active learning has gained increased attention in Norwegian higher education. In the international research literature, active learning is contrasted with lectures as an example of passive learning. Moreover, many pedagogical approaches (e.g., flipped classroom, teambased learning) and methods (e.g., case, problem-solving tasks) are elevated, since they should enable student activity. Given this diversity, we present a conceptual systematic review focusing on student active learning in empirical research in Norwegian higher education. We aim at identifying how student active learning is defined, what the underlying theoretical frameworks are, and what characterizes the interventions within this research. Following a systematic approach, 33 studies were included. Overall, our results show that student active learning is most often used as an umbrella term, operationalized through a diversity of teaching and learning activities, and pedagogical approaches. In addition, the literature builds on a range of theoretical underpinnings mostly within the social constructivist learning-theory domain. Surprisingly, there is a lack of consistency between the use of the concept operationalisation through intervention and the underlying theoretical lens used to comprehend the study outcomes. Implications for future research and practice are discussed.

• Berg, Lise-Kari & Standal, Øyvind (2024). Yrkesutøvelse i Kunst og håndverk Lærerens handlingsberedskap i skolehverdagen. FormAkademisk - Forskningstidsskriftet for design og designdidaktikk. 17(1). doi: 10.7577/formakademisk.5220. Full text in Research Archive Show summary

  Undersøkelsen tar utgangspunkt i kunst og håndverklærernes egen erfaring, og diskuterer det lærerne forteller at de gjør i skolehverdagen. Målet er å bidra til praksisnær forskning i kunst og håndverk ved å undersøke yrkesutøvelse fra lærerens perspektiv. Analysen bygger på intervjuer med ni lærere som gir oss et blikk inn i arbeidshverdagen deres. Undersøkelsen teoretiske perspektiv tar utgangspunkt i en fenomenologisk forståelse av yrkeskunnskap som handlingsbasert kunnskap. Mer spesifikt undersøkes lærernes handlingsberedskap forstått som kunnskap og ferdigheter lærerne trenger i skolehverdagen. Vi stiller spørsmålet: Hva er kunst og håndverklærerens handlingsberedskap i skolehverdagen? Funnene synliggjør kompleksiteten lærernes yrkesutøvelse. Analysen viser at handlingsberedskapen er sammensatt av tre dimensjoner: logistikk og organisering, den kunnskapen læreren har (i hendene) og selve undervisningen.

• Mathias, Gro & Standal, Øyvind (2024). What happens to the “social” in psychosocial? Exploring epistemic practices and therapeutic culture in teacher education. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 153. doi: 10.1016/j.tate.2024.104818. Full text in Research Archive Show summary

  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, characterised by a diagnosing gaze on individual pupils; and the societal level, understood as structural threats to well-being. Our study suggests that these epistemic practices favour psychological diagnosis and individual protection over shared knowledge and broader social awareness.

• Berg, Lise-Kari & Standal, Øyvind (2024). Sammenhengen mellom øving og dybdelæring i kunst og håndverkundervisning. Techne Serien. 31(2). doi: 10.7577/TechneA.5558. Full text in Research Archive Show summary

  I dette prosjektet undersøker vi fra lærerens perspektiv hva som er sammenhengen mellom øving og dybdelæring i kunst og håndverkundervisning. Tradisjonelt er øving knyttet til repetisjon av tekniske ferdigheter. Men vi plasserer oss teoretisk innenfor øving som en grunnleggende form for læring som involverer hele eleven og kan settes i sammenheng med dybdelæring. Det vil si at øving og dybdelæring involverer ikke bare tenkning, men også kropp, sanser og følelser. Vi ser på øving og dybdelæring som forandringsprosesser som skjer i eleven selv (Aggerholm & Standal, 2021; Bollnow, 1969, 1976; Dahl et al., 2019; Friesen & Koerrenz, 2017; Merleau-Ponty, 1994; Ruud, 1983; Østern et al., 2021). Prosjektet har en fenomenologisk tilnærming da vi gjennom kvalitative intervjuer søker innsikt i grunnskolelæreres personlige undervisningserfaringer (Gill, 2020; Kvale & Brinkmann, 2021). Høsten 2021 ble det gjennomført intervjuer med 9 lærere som underviser i kunst og håndverk ved ulike barne- og ungdomsskoler i Norge. Gjennom det teoretiske perspektivet analyserer vi funnene og diskuterer først øving og dybdelæring som forandringsprosesser. Videre diskuterer vi mer spesifikt forandringsprosesser for å utvikle håndlag og utvikling av prosessferdigheter. Vi har også avdekket utfordringer med sammenhengen mellom øving og dybdelæring. Hovedsakelig er utfordringene knyttet til uklarheter rundt progresjon, tidspress og elevenes manglende utholdenhet.. Undersøkelsen bidrar til å se øving og dybdelæring fra andre perspektiver enn det rent kognitive.

• Aartun, Iselin & Standal, Øyvind (2024). Exploring the embodied experiences of social relationships in physical education. Curriculum Studies in Health and Physical Education. ISSN 2574-2981. doi: 10.1080/25742981.2024.2376154. Full text in Research Archive Show summary

  There is a need for new pedagogies in physical education that emphasise embodied learning experiences and meaningfulness [Ennis, C. D. (2017). Educating students for a lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research Quarterly for Exercise and Sport, 88(3), 241–250; Kretchmar, R. S. (2008). The increasing utility of elementary school physical education: A mixed blessing and unique challenge. The Elementary School Journal, 108(3), 161–170; Lambert, K. (2020). Reconceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement. Physical Education and Sport Pedagogy, 25(2), 154–173; Rintala, J. (2009). It’s all about the –ing. Quest, 61(3), 278–288]. Social interaction is considered an integral feature of meaningful physical education [Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291–312]. Previous research shows that various pedagogies of embodiment may contribute to enhancing positive social interaction [Azzarito, L., & Ennis, C. D. (2003). A sense of connection: Toward social constructivist physical education. Sport, Education and Society, 8(2), 179–197; Light, R. (2013). Positive Pedagogy for physical education and sport: Game Sense as an example. In R. Light, J. Quay, S. Harvey, & A. Mooney (Eds.), Contemporary developments in games teaching (pp. 29–42). Routledge]. This study explores pupils’ embodied experiences of social relationships in physical education. We aim to inform and further develop existing pedagogies of embodiment by expanding the knowledge about how intersubjectivity and sociality are experienced, and how these experiences affect the pupils’ movement exploration and enable them to value physical activity. By interpreting findings from a sensory ethnographic fieldwork in a tenth-grade class in Oslo, Norway, we show how pupils’ embodied experiences of social relationships revolve around establishing, confirming, maintaining, and questioning their sense of belonging to the social ’we’.

• Standal, Øyvind Førland & Haugen, Anders L Hage (2023). Kva er kroppsøvingsfaget sitt bidrag til folkehelse og livsmestring? In Walseth, Kristin & Standal, Øyvind Førland (Ed.), Folkehelse og livsmestring - med utgangspunkt i fagene. Universitetsforlaget. ISSN 9788215070759. p. 59–67. Full text in Research Archive
• Eriksen, Ingunn Marie; Walseth, Kristin & Standal, Øyvind Førland (2023). Bakgrunn for temaet Folkehelse og livsmestring. In Walseth, Kristin & Standal, Øyvind Førland (Ed.), Folkehelse og livsmestring - med utgangspunkt i fagene. Universitetsforlaget. ISSN 9788215070759. Full text in Research Archive
• Standal, Øyvind Førland; Aaring, Vegard Fånes & Kirk, David (2023). Exploring pedagogies of embodiment in physical education teacher education. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2023.2260398. Full text in Research Archive
• Mathias, Gro & Standal, Øyvind Førland (2023). The Psychosocial in Norwegian Teacher Education in Light of Epistemic Objects and Therapeutic Culture. Professions and Professionalism. 13(1). doi: 10.7577/pp.5278. Full text in Research Archive Show summary

  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 identify three key epistemic characteristics of the psychosocial: ubiquity, emotional orientation, and self-centeredness. Due to its oscillation between compatibility and friction, the psychosocial is both nurturing and disruptive, intuitive, and demanding, meaningful and alienating. More broadly, the application of the psychosocial in teacher education can be understood in light of the interplay between intellectualisation and emotionalisation processes in modern societies. By providing insight into a previously unexplored area, the article contributes to new understandings of the changing cultural conditions of the teaching profession.

• Mong, Hanne Herigstad & Standal, Øyvind Førland (2022). Teaching health in physical education: An action research project. European Physical Education Review. ISSN 1356-336X. 28(3), p. 739–756. doi: 10.1177/1356336X221078319. Full text in Research Archive Show summary

  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 research project in which the overall goal was to investigate how didactic work can contribute to developing the teaching of health in PE. The project included an action research phase and qualitative interviews. The project, conducted in Norway, lasted almost one school year and was divided into two units. One teacher and 48 students aged 14–15 years participated in the action research project, which included eight lessons. We conducted qualitative interviews with the teacher and six students after the completion of the action research phase. In our analysis, we identified three topics addressed by both the students and the teacher, namely ‘the use of logbooks as a method for reflection’, ‘awareness of health as a knowledge object’ and ‘developing confidence in how to teach health’. Through the use of a didactic approach to health, both the students and teacher developed new reflections on and awareness of health. The findings indicate that it was professional development which subsequently impacted didactic decisions, dialogues about how health was taught and the teacher’s confidence in teaching health.

• Bjørke, Lars; Standal, Øyvind Førland & Moen, Kjersti Mordal (2022). ‘What we have done now is more student-centred’: an investigation of physical education teachers’ reflections over a one-year participatory action research project. Educational Action Research. ISSN 0965-0792. doi: 10.1080/09650792.2022.2062407. Full text in Research Archive Show summary

  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 learning?’ The first author, Lars, assumed the role of researcher-facilitator, supporting the teachers’ pedagogical development while simultaneously collecting data relevant to the research question. Interviews, observation notes and the researcher’s reflective diary were analysed using an abductive approach. The study concludes that the interplay between (a) new theoretical perspectives, (b) the establishment of a collectively reflective community and (c) the prolonged project duration eventually enabled the teachers to critically reflect upon their previous practices. At the same time, their journeys over the course of the project consisted of ups and downs and can be understood through three critical cycles: ‘establishing systematic, collective and cyclical processes’, ‘new spaces of experience’ and ‘the tipping point’. Drawing upon our findings, we discuss various ideas for future educational action research projects aimed at challenging traditional practices within and beyond the PE context.

• Aggerholm, Kenneth & Standal, Øyvind Førland (2021). Kroppslig læring er noe man kan øve seg på. In Østern, Tone Pernille; Bjerke, Øyvind; Engelsrud, Gunn Helene & Sørum, Anne Grut (Ed.), Kroppslig læring - perspektiver og praksiser. Universitetsforlaget. ISSN 9788215043708. p. 72–83. Full text in Research Archive Show summary

  Kroppslig læring kom inn som et nytt begrep i læreplanen gjennom fagfornyelsen, Kunnskapsløftet 2020. Forfatterne av denne vitenskapelige antologien utforsker begrepet kroppslig læring gjennom ulike teoritradisjoner, fag- og profesjonspraksiser. Med forankring i nasjonal og internasjonal forskning, presenterer og diskuterer forfatterne flere perspektiver på, og praksiser i, kroppslig læring. Målgruppe for boken er profesjonsorienterte forskere, lærerutdan- nere, lærere i videre- og etterutdanning og lærerstudenter i master- løp. Boken er skrevet av 31 forfattere med faglig tilhørighet i lærer- utdanning eller annen høyere utdanning i Norge, Norden og New Zealand. Redaktører for boken er professor Tone Pernille Østern (NTNU), førsteamanuensis Øyvind Bjerke (NTNU), professor Gunn Engelsrud (HVL) og førsteamanuensis Anne Grut Sørum (NTNU).

• Standal, Øyvind Førland & Bratten, Judith Helene (2021). ‘Feeling better’: embodied self-knowledge as an aspect of movement capability. Physical Education and Sport Pedagogy. ISSN 1740-8989. 26(3), p. 307–316. doi: 10.1080/17408989.2021.1886268. Full text in Research Archive Show summary

  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 focused on developing skills and techniques in sporting activities. One important aspect of movement capability is to develop the students’ bodily awareness of their own way of moving. However, our contention is that the focus on students’ bodily awareness this is done in the service of improving specific movements. Purpose In this paper, we want to explore how embodied self-knowledge itself can be considered a movement capability. More specifically, the question guiding this article is: What is there to learn about oneself as a mover in physical education, when one moves without aiming to perfect a specific movement? Method The paper draws on analyses from an auto-ethnographic study performed by one of the authors [Bratten, J. H. (2017). Aktiviteter med lav puls og liten kraft i kroppsøvingsog breddeidrettsfaget. [Activities with low pulse and little excertion]. Master thesis. Oslo Metropolitan University. Oslo, Norway.]. More specifically, she was investigating her role as a teacher in a specific course unit that she had developed, called ‘Activities with low pulse and little exertion.’ This content, consisting of lessons given over a period of 5–8 weeks, is based on traditionally eastern forms of activity like yoga and Qi-gong, where the aim is to move through certain poses with attention directed inwardly and towards breathing. These analyses are combined with theoretical resources from somaesthetics [Shusterman, 2008 Body Consciousness. A Philosophy of Mindfulness and Somaesthetics. Cambrigde: Cambridge University Press; 2012 Thinking Through the Body: Essays in Somaesthetics. Cambridge University Press] in order to elucidate how the course unit can be understood to work with the students’ embodied self-knowledge. Results By employing Shusterman’s fine-grained descriptions of somesthetical movement practices, we are able to highlight that knowing oneself in movement is a valuable end in itself, not only a means to accomplishing specific movements. Our contribution then has been to give an example of how movement capabilities can be conceived of, when movement is understood as a process that can help students to feel better without the need to perform.

• Standal, Øyvind Førland (2020). Embodiment. Philosophical considerations of the body in adaptive physical education. In Haegele,, Justin; Hodge, S.R. & Shapiro, D.R. (Ed.), Routledge Handbook of Adapted Physical Education. Routledge. ISSN 9780367146115. p. 227–238. doi: 10.4324/9780429052675. Full text in Research Archive Show summary

  In this chapter, the concept embodiment is introduced. This is done by taking the perspective of phenomenological philosophy, a school of thought that emphases lived experience and theorizes the body as something more than a biological object. By drawing on relevant research in the area of adaptive physical education, practical consequences of this theoretical perspective are described. More specifically, by focusing on embodiment, it is argued that teachers and specialists of adaptive physical education need to attend to their practice as context-sensitive and persons-centered.

• Standal, Øyvind Førland; Moen, Kjersti Mordal & Westlie, Knut (2020). «Ei mil vid og ein tomme djup»? – ei undersøking av innhald og undervisning i kroppsøving på ungdomstrinnet i Noreg. Journal for Research in Arts and Sports Education. 4(1), p. 34–51. doi: 10.23865/jased.v4.1749. Full text in Research Archive Show summary

  Hensikta med denne artikkelen er å undersøke om og eventuelt på kva måtar kroppsøvingsfaget kan skildrast som «ei mil vid og ein tomme djup». Artikkelen går dermed inn i ein aktuell skulepolitisk kontekst som vektlegg djupnelæring og konsentrasjon om kjerneelement i fag. På bakgrunn av ei miksa-metodestudie der vi har gjort ei spørjeundersøking blant elevar og fokusgruppeintervju med lærarar viser vi at faget ser ut til å vere prega av eit snevert utval av aktivitetar og ein tradisjonell undervisningsmetode. Samstundes ser vi at lærarar og elevar oppfattar at sosiale og emosjonelle kompetansar er viktige i faget. Sett i samanheng med både nasjonal og internasjonal forsking på kroppsøving tyder undersøkinga vår på at undervisninga i kroppsøving er prega av det Sawyer (2014) kallar instruksjonisme: lærarstyrt overføring av kunnskap og ferdigheiter. Likevel er det grunn til å diskutere kva djupnelæring i kroppsøving betyr og om det er rett å knytte dette til utvalet av aktivitetar i faget.

• Patricia, Longmuir; Downs, Peter; Standal, Øyvind Førland & Goodwin, Donna (2020). Promoting physical activity in children with impairments. The Lancet Child and Adolescent Health. ISSN 2352-4642. 4(9), p. 647–648. doi: 10.1016/S2352-4642(20)30236-4. Full text in Research Archive
• Aartun, Iselin; Walseth, Kristin; Standal, Øyvind Førland & Kirk, David (2020). Pedagogies of embodiment in physical education - a literature review. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2020.1821182. Full text in Research Archive Show summary

  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 pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, ‘enabling critical reflection’, highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss ‘taken for granted’ understandings of gender, health, and body ideals within physical education. The second main theme, ‘Exploring (new) movements’, shows how pupils’ exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed.

• Bjørke, Lars; Standal, Øyvind Førland & Moen, Kjersti Mordal (2020). ‘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. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2020.1799781. Full text in Research Archive Show summary

  Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017 Armour, K. , Quennerstedt, M. , Chambers, F. , & Makopoulou, K. (2017). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society , 22 (7), 799–811. https://doi-org.ezproxy.inn.no/10.1080/13573322.2015.1083000 [Taylor & Francis Online], [Web of Science ®], [Google Scholar], What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi-org.ezproxy.inn.no/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 as growth. Against this backdrop, the study evaluated three physical education (PE) teachers’ engagement with a prolonged transformative CPD initiative using participatory action research (PAR) to implement Cooperative Learning. More specifically, the study posed two research questions: ‘How do three PE teachers experience their engagement with a prolonged CPD initiative using PAR?’, and ‘How do their experiences facilitate and/or obstruct development and growth?’ I, the first author, took the role of facilitator, supporting the teachers throughout their journeys. The study draws on data from interviews with the teachers conducted at four points through their journey, from nine professional development workshops and from about 100 pages of my reflective diary. On analysing the data, we identified four themes relevant to understanding the teachers’ journeys: ‘PAR as an educative CPD experience’; ‘experiencing Cooperative Learning as something that “works” – and “costs”’; ‘reconstruction of mis-educative experiences’; and ‘further development and growth’. We found that the tension between previous experiences of teaching PE and new experiences of teaching through Cooperative Learning challenged the teachers’ established knowledge and practices. However, not all experiences were equally educative, and some restricted possibilities for further development and growth. We found that the teachers’ journeys beyond the pedagogical intervention developed along different paths, making the project both educative and non-educative. We acknowledge that education must be understood as a complex endeavour (Quennerstedt, 2019 Quennerstedt, M. (2019). Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society , 24 (6), 611–623. https://doi-org.ezproxy.inn.no/10.1080/13573322.2019.1574731 [Taylor & Francis Online], [Web of Science ®], [Google Scholar], Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society, 24(6), 611–623. https://doi-org.ezproxy.inn.no/10.1080/13573322.2019.1574731), making the directions of teachers’ learning journeys hard to predict.

• Lasheras, Itsaso N.; Arruabarrena,, Oidui U; Martos-García,, Daniel & Standal, Øyvind Førland (2019). Comprensión de la habilidad desde la perspectiva del futuro profesorado de Educación Física [Understanding of ability from future Physical Education teachers’ perspective]. Retos. ISSN 1579-1726. 36(2), p. 121–128. Full text in Research Archive Show summary

  Resumen: El objetivo de esta investigación fue explorar y comprender la percepción del alumnado del Grado en Ciencias de la Actividad Física y del Deporte (CAFD) sobre el concepto de habilidad en Educación Física (EF). Para tal fin, se realizaron 7 grupos focales con 14 estudiantes de diferentes cursos del Grado en CAFD. Los resultados revelaron que los y las futuras docentes muestran nociones de habilidad que podrían resultar problemáticas a la hora de fomentar ambientes de aprendizaje inclusivos en EF. Además, a pesar de manifestar actitudes positivas hacia la inclusión, la terminología empleada al respecto resultó limitante. En esta línea, el alumnado confesó no sentirse preparado para educar al alumnado con diversas habilidades y denunció la escasa formación recibida al respecto a lo largo del Grado. Se concluye que es necesario que el alumnado goce de un espacio para la reflexión crítica en la formación inicial con el fin de desafiar las nociones arraigadas, reconceptualizar la EF y desarrollar competencias profesionales que posibiliten la construcción de entornos de aprendizaje que faciliten el acceso al reconocimiento de un mayor número de alumnado. Palabras clave: Educación Física, Habilidad, Inclusión, Formación Inicial, Percepción de Estudiantes, Perspectiva Sociocultural.

• Mong, Hanne Herigstad & Standal, Øyvind Førland (2019). Didactics of health in physical education – a review of literature. Physical Education and Sport Pedagogy. ISSN 1740-8989. 24(5), p. 506–518. doi: 10.1080/17408989.2019.1631270. Full text in Research Archive Show summary

  Background: In recent years there has been an increasing amount ofresearch focusing on health in physical education (PE). Much of thisresearch includes discussions on different approaches to health andthese have different understandings on how health should be valued inPE. There is less research focusing on how to teach health, but there arereasons to believe that different approaches of health will producedifferent approaches to teaching.Purpose and research design: The aim of this paper is to review the literaturein order to investigate how health is taught in PE. The literature search wasbased on three different databases, SportDiscuss, ERIC and ISI Web ofScience. We found 1903 articles, but after the exclusion process weended up with 30. The didactic triangle (Gundem2011) is used as atheoretical framework in order to analyze the literature.Findings: The analyses show that in the biomedical and alternativeperspectives on health there are clear differences between how health ispresented to students, what students learn, and differences betweenteacher and students’roles in practice. The studyfinds that differentperspectives on health emphasize different ways of teaching health in PE.Conclusion: In this review we have investigated the didactical implicationsof different approach to health in PE. By employing a didactical approach,we have been able to discern certain differences in how the biomedicaland alternative approaches see the content of health in PE, as well asthe roles of the teacher and the students respectively.

• Nabaskues-Lasheras, Itsaso; Usabiaga, Oidui; Lozano-Sufrategui, Lorena; Drew, Kevin J & Standal, Øyvind Førland (2019). Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review. European Physical Education Review. ISSN 1356-336X. p. 1–20. doi: 10.1177/1356336X19891752. Full text in Research Archive
• Digranes, Anja Jøndal & Standal, Øyvind Førland (2019). "Det er gøy å løpe med venner" : elever med utviklingshemminger og deres erfaringer i kroppsøving. Spesialpedagogikk. ISSN 0332-8457. 84(2), p. 51–62. Full text in Research Archive Show summary

  Hensikten med denne artikkelen er å utforske erfaringene til elever med utviklingshemminger i kroppsøvingsfaget og å vise at det er nyttig å lytte til barna og deres måter å uttrykke sine erfaringer på. Det teoretiske perspektivet i artikkelen er fenomenologisk-eksistensielt, og med inspirasjon fra «The Mosaic approach» har fire elever med utviklingshemminger blitt fulgt i kroppsøvingsfaget. I tillegg har en lærer og en forelder blitt intervjuet. Gjennomgående uttrykker elevene i studien positive erfaringer med kroppsøvingsfaget. Kroppslige erfaringer og levde relasjoner til medelever og lærere er sentralt for måten bevegelsesaktiviteter i faget erfares.

• Bjorbærkmo, Wenche Schrøder; Evensen, Kristin Vindhol; Groven, Karen Synne; Rugseth, Gro & Standal, Øyvind Førland (2018). Phenomenology of Professional Practices in Education and Health Care: An Empirical Investigation. Phenomenology & Practice. 12(1), p. 18–30. doi: 10.29173/pandpr29355. Full text in Research Archive Show summary

  In this article a group of professionals working in education and health care explore professional practices and interactions from a phenomenological perspective, drawing on Max van Manen’s conceptualization of the phenomenology of practice and his knowledge interest in understanding and furthering sensitive, caring professional practice. Posing the question what is the meaning of interaction in encounters within education and health care, we look at practice experiences drawn from close observations and interviews during research concerning special needs education, physiotherapy and weight loss programs. Three anecdotes are offered as a way to ‘show,’ rather than interpret, the processes involved. Each anecdote is followed by reflections in which we draw on van Manen’s notion of pathic knowledge and Nancy’s ideas about co-existence to develop phenomenological insights about temporal, embodied and relational qualities of the phenomenon of interaction in professional practice. Such interaction seems to involve continuous negotiation. It emerges as a process of exchange, a movement back and forth between supporting and letting oneself be supported; between confronting and being confronted; between pushing and being pushed. Moments of active engagement give way to periods of waiting for the other to act. The experience is one of continuous back and forth movement in the relational space in-between.

• Dahl, Lena; Standal, Øyvind Førland & Moe, Vegard Fusche (2018). Norwegian teachers' safety strategies for Friluftsliv excursions: implications for inclusive education. Journal of Adventure Education and Outdoor Learning. ISSN 1472-9679. 19(3). doi: 10.1080/14729679.2018.1525415. Full text in Research Archive Show summary

  The purpose of this study was to explore how teachers in friluftsliv (the Scandinavian equivalent of outdoor education and outdoor recreation) reflect upon their safety strategies in relation to pupils’ friluftsliv abilities in the upper secondary school ‘Sport and Physical Education programme’. This article is based on six focus group interviews of friluftsliv teachers. The analysis of the empirical material is inspired by John Evans’s understanding of the concept of abilities as dynamic sociocultural constructs and processes. In the findings, different challenges related to teachers’ experiences of a general decline in pupils’ winter friluftsliv abilities are identified. Furthermore, the article identifies and discusses challenges related to teachers’ safety strategies, which led to both inclusion and exclusion of pupils. The findings in this study reveal a tension between important winter outdoor skills and inclusive friluftsliv

• Aggerholm, Kenneth; Standal, Øyvind Førland & Hordvik, Mats (2018). Competition in Physical Education: Avoid, Ask, Adapt or Accept? Quest (National Association for Physical Education in Higher Education). ISSN 0033-6297. 70(3), p. 385–400. doi: 10.1080/00336297.2017.1415151. Full text in Research Archive Show summary

  Competition is an essential part of youth sport. But should it also be part of the curriculum in physical education? Or are competitive activities incompatible with the educational context? While some researchers have argued that physical education should embrace the sporting logic of competition, others have criticized the negative experiences it can create for some students in school. In this article, we draw on insights from the philosophy of sport as well as educational philosophy, with the aim of questioning and critically examining the integration of competitive activities in physical education. We present and discuss four normative arguments (AVOID, ASK, ADAPT, and ACCEPT) that can each in their own way inform and guide future talks on the topic.

• Standal, Øyvind Førland; Nyquist, Tor Erik & Mong, Hanne Herigstad (2018). Adapted Physical Activity Professionals in Rehabilitation: An Explorative Study in the Norwegian Context. Adapted Physical Activity Quarterly. ISSN 0736-5829. 35(4), p. 458–475. doi: 10.1123/apaq.2017-0128. Full text in Research Archive Show summary

  Adapted physical activity (APA) is characterized by a strong orientation to professional practice. Currently, there exists limited empirical research about the professional status of APA in the context of rehabilitation. Therefore, the purpose of this study was to describe and understand the professional status, role, and work tasks of APA specialists in Norway. For the purpose of the study, the authors conducted group interviews with APA specialists and individual interviews with unit leaders at six rehabilitation institutions in the national specialist health care services. The results highlight the content of the work tasks, the roles in the cross-professional teams, the status in the institutions, and what the participants perceive to be the knowledge base for their profession. Although these results may be specific to the Norwegian context, the authors also discuss possible implications of their findings for APA in an international perspective.

• Barker, Dean; Aggerholm, Kenneth; Standal, Øyvind Førland & Larsson, Håkan (2018). Developing the practising model in physical education: an expository outline focusing on movement capability. Physical Education and Sport Pedagogy. ISSN 1740-8989. 23(2), p. 209–221. doi: 10.1080/17408989.2017.1371685. Full text in Research Archive Show summary

  Background: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been well-received in educational contexts, these models seek to extend students’ capacities within a limited number of ‘human activities’ (Arendt, 1958). The activity of human practising, which is concerned with the improvement of the self, is not explicitly dealt with by current models. Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education. Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model. Discussion: The model’s potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered. Conclusion: The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper.

• Aggerholm, Kenneth; Standal, Øyvind Førland; Dean, Barker & Håkan, Larsson (2018). On practising in physical education: outline for a pedagogical model. Physical Education and Sport Pedagogy. ISSN 1740-8989. 23(2), p. 197–208. doi: 10.1080/17408989.2017.1372408. Full text in Research Archive Show summary

  Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account of vita activa to map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration. Purpose: The aim of the paper is to outline a new pedagogical model for physical education: a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model. Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising. Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education.

• Dahl, Lena; Moe, Vegard Fusche & Standal, Øyvind Førland (2017). På tur med det uforutsette: Refleksjoner om sikkerhet hos friluftslivslærere på videregående skole. Nordic Studies in Education. ISSN 1891-5914. 37(3-4), p. 201–216. doi: 10.18261/issn1891-5949-2017-03-04-06. Full text in Research Archive Show summary

  The aim of this article is to analyze how Norwegian friluftsliv (Educational Outdoor Activity) teachers in upper secondary school Idrettsfag (Sport and Physical Education) reflect on safety. Six focus group interviews from six upper secondary schools were conducted. A conceptual framework of Wackerhausen’s structure of reflection was used to analyze the interviews. The findings show the objects of the teachers’ reflections, the conceptual resources they use when reflecting on safety, and their knowledge of interest. Different safety practices were identified. In concluding, there is a reflection on how safety can be dealt with, both in the teaching of friluftsliv and in the upper secondary school friluftsliv curriculum.

• Evensen, Kristin Vindhol; Standal, Øyvind Førland & Ytterhus, Borgunn (2017). Golden Paper, a Chain and a Bag: A Phenomenology of Queer Things in a Special Needs Education Unit. Phenomenology & Practice. 11(2), p. 60–69. doi: 10.29173/pandpr29351. Full text in Research Archive Show summary

  Children naturally play with things in both expected and unexpected ways. A stick, a spoon, or a chain of pearls may each seem to contain a goldmine of possibilities for the individual child. Every child encounters an object according to their own predilections and abilities. Some children, due to severe and multiple disabilities, are restricted in their possibilities to approach certain things. In this paper, we explore the existential meaning of “queer things” as a way to understand how two children with disabilities reach out to objects in an educational space, where they relate to themselves, to things, as well as to others.

• Evensen, Kristin Vindhol & Standal, Øyvind Førland (2017). “I Guess that the Greatest Freedom ...”: A Phenomenology of Spaces and Severe Multiple Disabilities. Indo-Pacific Journal of Phenomenology. ISSN 2079-7222. 17(2). doi: 10.1080/20797222.2017.1356628. Full text in Research Archive Show summary

  This paper expresses wonder about how bodies in motion can lead towards an understanding of lived meaning in silent lifeworlds. In such lifeworlds, expressions are without words, pre-symbolic, and thus embodied. To address the wonder, phenomenological philosophy and phenomenological methodology were employed to frame an approach that acknowledges lives with disabilities as qualitatively different from, and yet not inferior to, nor less imbued with meaning than, lives without.

• Evensen, Kristin Vindhol; Ytterhus, Borgunn & Standal, Øyvind Førland (2017). “He is not crying for real”: severe, multiple disabilities and embodied constraint in two special-needs education units. Society, Health & Vulnerability. 8(1). doi: 10.1080/20021518.2017.1387474. Full text in Research Archive Show summary

  Students with severe and multiple disabilities are, according to official Norwegian policies, to be included in ordinary school settings. Yet usually their schooldays are organized differently from those of their non-disabled peers. In this paper the authors aim (1) to identify how embodied meaning unfolds when students with severe and multiple disabilities are fastened in assistive technical devices and (2) to identify how staff respond when students make gestures. Applying the phenomenological philosophy and the phenomenological methodology the authors acknowledge movement as fundamental for the students’ possibilities to express their perspective. Their empirical material describes how possibilities for making gestures are severely limited when students are fastened in devices. To shed light on the staff’s recognition and response as fundamental for interactions when students are under embodied constraint, they have applied Goffman’s interactionism.

• Standal, Øyvind Førland & Moen, Kjersti Mordal (2017). Praksisopplæring i kroppsøvingslærar- og idrettsutdanningar: 3 utfordringar for framtidig fagutvikling. Journal for Research in Arts and Sports Education. 1(3), p. 75–87. doi: 10.23865/jased.v1.562. Full text in Research Archive Show summary

  Praksis er ein viktig del av yrkesretta utdanningar. Trass i dette har det vore lite forsking på praksis i kroppsøvingslærarutdanninga og andre idrettsvitskaplege utdanningar. I denne artikkelen oppsummerer vi resultat og funn frå tre ulike forskingsprosjekt som på ulike vis har undersøkt praksis i kroppsøving- og idrettsvitskapeleg utdanningar. Metodisk sett har desse undersøkingane vore systematisk litteraturstudie, fokusgruppeintervju og aksjonsforsking. Ei særleg utfordring som undersøkingane vi har vore involvert i peikar på, er samarbeidet mellom undervisarar på høgskulane, praksisrettleiarar (øvingslærarar) og studentar. På bakgrunn av våre funn og ei kunnskapsoppsummering av partnarskapmodellar i lærarutdanninga diskuterer vi til slutt tre utfordringar for praksis i kroppsøvings- og idrettsvitskaplege utdanningar. Desse utfordringane er (i) å sette studenten si læring i sentrum, (ii) hensiktsmessige medium for refleksjon og (iii) teori-praksisdistinksjonar i utdanningane. Vår intensjon er ikkje å svare på desse utfordringane, men å røyse dei og skissere kva dei består av. Det er opp til institusjonane, undervisarar og studentar å arbeide med desse utfordringane i dei konkrete utdanningsløpa.

• Standal, Øyvind Førland & Rugseth, Gro (2016). Experience, Intersubjectivity, and Reflection: A Human Science Perspective on Preparation of Future Professionals in Adaptive Physical Activity. Quest (National Association for Physical Education in Higher Education). ISSN 0033-6297. 68(1), p. 29–42. doi: 10.1080/00336297.2015.1117000. Full text in Research Archive Show summary

  The aim of this article is to show that and how philosophy and philosophical thinking can be of relevance for the preparation of future professionals in adaptive physical activity. To this end we utilize philosophical insights from the human science perspective on two central issues, namely experience and intersubjectivity, which are weaved together in an analysis of a reflective journal produced by an adaptive physical activity student. More specifically, by drawing on phenomenological and pragmatist philosophy, we show how the meaning of adaptive physical activity—as adaptive—is created through a complexity of individual and shared meaning making processes between adaptive physical activity educators, students, and the people they meet in their practicum. Through this article, we will show how the human science perspective can provide tools to understand the students, their learning, and their involvement in the educational program.

• Moen, Kjersti Mordal & Standal, Øyvind Førland (2016). Practicum in Physical Education Teacher Education: An Educational Partnership? Sage Open. p. 1–10. doi: 10.1177/2158244016635715. Full text in Research Archive Show summary

  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 teachers and physical education teacher educators (teacher educators) were analyzed by drawing on sensitizing concepts from figurational sociology. As such, the study has intended to identify networks between the two groups, as well as the interdependent nature, and consequent power relations in the partnership. The research may shed light on understanding why it seems difficult to reach the aim in the national curriculum of a mutual partnership of the two groups in practicum.

• Standal, Øyvind Førland & Aggerholm, Kenneth (2016). Habits, skills and embodied experiences: a contribution to philosophy of physical education. Sport, Ethics and Philosophy. ISSN 1751-1321. 10(3), p. 269–282. doi: 10.1080/17511321.2016.1220972. Full text in Research Archive Show summary

  One of the main topics in philosophical work dealing with physical education is if and how the subject can justify its educational value. Acquisition of practical knowledge in the form of skills and the provision of positive and meaningful embodied experiences are central to the justification of physical education. The purpose of this article is to explore the relationship between skill and embodied experience in physical education through the notion and concept of habit. The literature on phenomenology of skill acquisition is first considered. In particular, we draw on Merleau-Ponty’s notion of habit. Further, we introduce pragmatist philosophy and in particular the work of John Dewey as a useful complement to the phenomenological perspective. It is in particular Dewey’s emphasis on habits, experience and education that are found to be useful in our exploration of the relationship between the two justifications under consideration, because it allows us to point out the importance of habits of attentiveness.

• Rugseth, Gro & Standal, Øyvind Førland (2015). “My Body Can Do Magical Things” The Movement Experiences of a Man Categorized as Obese –A Phenomenological Study. Phenomenology & Practice. 9(1), p. 5–15. doi: 10.29173/pandpr25360. Full text in Research Archive Show summary

  From a medical perspective, exercise and physical activity are valuable tools for losing weight, through an increase in energy expenditure. However, beyond this instrumental value, physical activity has meaning for the person experiencing it. Among individuals categorized as obese, that meaning is often problematic. The aim of this paper is to produce essential knowledge about one young mans embodied experiences of practicing martial art. Through a phenomenological analysis of research material concerning the young man’s passionate relationship to martial arts, we identify ways in which someone who has a body often regarded negatively, might still derive great pleasure from his movement experiences.

• Rugseth, Gro & Standal, Øyvind Førland (2015). Kroppsøving og overvekt. In Standal, Øyvind Førland & Rugseth, Gro (Ed.), Inkluderende kroppsøving. Cappelen Damm Akademisk. ISSN 9788202470647. p. 44–56. Full text in Research Archive
• Standal, Øyvind Førland (2015). Tilpassa opplæring og inkludering i kroppsøving : introduksjon til boka. In Standal, Øyvind Førland & Rugseth, Gro (Ed.), Inkluderende kroppsøving. Cappelen Damm Akademisk. ISSN 9788202470647. p. 9–23. Full text in Research Archive
• Standal, Øyvind Førland (2015). Evner og føresetnadar i kroppsøving. In Standal, Øyvind Førland & Rugseth, Gro (Ed.), Inkluderende kroppsøving. Cappelen Damm Akademisk. ISSN 9788202470647. p. 121–135. Full text in Research Archive
• Standal, Øyvind Førland & Rugseth, Gro (2014). Practicum in adapted physical activity: A dewey-inspired action research project. Adapted Physical Activity Quarterly. ISSN 0736-5829. 31(3), p. 219–239. doi: 10.1123/apaq.2013-0105. Full text in Research Archive Show summary

  The purpose of this study was to investigate what adapted physical activity (APA) students learn from their practicum experiences. One cohort of APA students participated, and data were generated from an action research project that included observations, reflective journals, and a focus group interview. The theoretical framework for the study was Dewey’s and Wackerhausen’s theories of reflections. The findings show the objects of students’ reflections, the kind of conceptual resources they draw on while reflecting, and their knowledge interests. In addition, two paradoxes are identified: the tension between reflecting from and on own values, and how practicum as a valued experience of reality can become too difficult to handle. In conclusion, we reflect on how practicum learning can be facilitated.

• Moen, Kjersti Mordal & Standal, Øyvind Førland (2014). Student teachers' perceptions of the practicum in physical education teacher education in Norway. Nordic Studies in Education. ISSN 1891-5914. 34(2), p. 111–126. Full text in Research Archive Show summary

  In-depth studies on the practicum part of physical education teacher education (PETE) is a neglected area in Scandinavian research. This article reports data from focus group interviews with PE student teachers: their perceptions on what and how they learn in the practicum in PETE in Norway. The study found that the students viewed themselves as apprentices, and that observation was a prominent part of the practicum. Our study supports earlier findings about PE students’ lack of critical thinking on PE and teaching. However, we also found that students are able to think critically about their mentors and their teaching performances during the practicum.

• Næss, Harald Solhaug; Säfvenbom, Reidar & Standal, Øyvind Førland (2014). Running with Dewey: is it possible to learn to enjoy running in High School Physical Education? Qualitative Research in Sport, Exercise and Health. ISSN 2159-676X. 6(2), p. 301–315. doi: 10.1080/2159676X.2013.796489. Full text in Research Archive Show summary

  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 individually given the freedom to choose their own form of running, and reflect on questions concerning the experience of running after each lesson. The data collection consists of participant observation and in-depth interviews. The findings show that many students have experienced running in PE as primarily unenjoyable. The education has to large extent been based on teacher instruction with no possibilities for individual involvement in, choice of, or reflection on the experience. Due to the possibility to choose a form of running they like, the students appreciated the autonomy supportive climate in the project. There are large individual differences in what form of running the different students prefer. The findings indicate that when personal needs guide the form of running, and the students are encouraged to reflect upon their experience, the students experience the running as more enjoyable.

• Standal, Øyvind Førland; Moen, Kjersti Mordal & Moe, Vegard Fusche (2014). Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers. European Physical Education Review. ISSN 1356-336X. 20(2), p. 165–178. doi: 10.1177/1356336X13508687. Full text in Research Archive Show summary

  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 teacher education students (n = 37) from three different university colleges in Norway. The analysis and discussion of the data material were framed with the concept of practical synthesis (Grimen, 2008). The findings indicate that students experience theory and practice as fragmented, but that they have a differentiated understanding of what theory is. The analysis also suggests that, for the students, university tutors occupy a rather distant role in the practicum and that it is mostly left to the students to make connections between theory and practice.

• Standal, Øyvind Førland (2014). Phenomenology and Adapted Physical Activity: Philosophy and Professional Practice. Adapted Physical Activity Quarterly. ISSN 0736-5829. 31(1), p. 35–48. doi: 10.1123/apaq.2012-0064. Full text in Research Archive Show summary

  Through the increased use of qualitative research methods, the term phenomenology has become a quite familiar notion for researchers in adapted physical activity (APA). In contrast to this increasing interest in phenomenology as methodology, relatively little work has focused on phenomenology as philosophy or as an approach to professional practice. Therefore, the purpose of this article is to examine the relevance of phenomenology as philosophy and as pedagogy to the field of APA. First, phenomenology as philosophy is introduced through three key notions, namely the first-person perspective, embodiment, and life-world. The relevance of these terms to APA is then outlined. Second, the concept of phenomenological pedagogy is introduced, and its application and potential for APA are discussed. In conclusion, it is argued that phenomenology can help theorize ways of understanding human difference in movement contexts and form a basis of action-oriented research aiming at developing professional practice.

• Standal, Øyvind Førland & Moe, Vegard Fusche (2013). Reflective practice in physical education and physical teacher education: A review of the literature since 1995. Quest (National Association for Physical Education in Higher Education). ISSN 0033-6297. 65(2), p. 220–240. doi: 10.1080/00336297.2013.773530. Full text in Research Archive Show summary

  Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed.

• Moe, Vegard Fusche & Standal, Øyvind Førland (2013). Praktisk kunnskap og læring i kroppsøving. In Langfeldt, Gjert & Moe, Vegard Fusche (Ed.), Å lære å bli lærer : en begrunnelse og en oversikt. Cappelen Damm Akademisk. ISSN 9788202384715. p. 162–179. Full text in Research Archive
• Standal, Øyvind Førland & Engelsrud, Gunn (2013). Researching embodiment in movement contexts: a phenomenological approach. Sport, Education and Society. ISSN 1357-3322. 18(2), p. 154–166. doi: 10.1080/13573322.2011.608944. Full text in Research Archive Show summary

  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 methodological orientation, our aim is to move beyond the recent celebration of the potential of phenomenology, and show concretely and practically how phenomenological approaches to embodiment can be performed. We hold that it is necessary to give the notion of embodiment a form, content and substance, which is informed by empirical work.

• Standal, Øyvind Førland & Moe, Vegard Fusche (2012). Merleau-Ponty meets Kretchmar : sweet tensions of embodied learning. In Martínková, Irena & Parry, Jim (Ed.), Phenomenological approaches to sport. Routledge. ISSN 9780415697101. p. 72–85. doi: 10.1080/17511321.2011.602580. Full text in Research Archive Show summary

  The last decades have seen a rising philosophical interest in the phenomenology of skill acquisition. One central topic in this work is the relation between the athlete's background capacities and foreground attention as an invariant feature of skilful movements. The purpose of this paper is to examine further this gestalt relation from the perspective of Merleau-Ponty's phenomenological account of embodied learning and a classical notion from philosophy of sport, namely ‘sweet tension of uncertainty of outcome’. In the first part we will explicate how Merleau-Ponty understands embodied learning as a form of gestalt switch that allows the athlete to perceive the world more meaningfully in relation to an ongoing movement project. That is, a skilled athlete perceives more and better opportunities for actions. In the second part, we revisit the classical notion of ‘sweet tension of uncertainty of outcome’ developed by Kretchmar. This phrase is attributed to the indeterminate back and forth rallies between sport contestants, and to persons facing a sport situation that produces an ambiguity as to whether one will succeed in one's task. In the third part, we then juxtapose Merleau-Ponty's notion of embodied learning and the notion of sweet tension from philosophy of sport in order to draw out the relations between the two notions. In addition, in much of the philosophical work on skill acquisition (for instance in Merleau-Ponty and his much-cited commentator, Hubert Dreyfus) the distinction between everyday skills (such as walking and opening doors) and sport skills is collapsed. Our discussion aims to show that by introducing the notion of ‘sweet tension’ to the literature on phenomenology of skill acquisition, we are able to highlight a phenomenological difference between everyday skills and sport skills.

• Engelsrud, Gunn & Standal, Øyvind Førland (2012). Idrett : nytte og erfaring. In Varkøy, Øivind (Eds.), Om nytte og unytte. Abstrakt forlag. ISSN 9788279353348. p. 147–158. Full text in Research Archive
• Standal, Øyvind Førland (2011). Re-embodiment: incorporation through embodied learning of wheelchair skills. Medicine, Health care and Philosophy. ISSN 1386-7423. 14(2), p. 177–184. doi: 10.1007/s11019-010-9286-8. Full text in Research Archive Show summary

  In this article, the notion of re-embodiment is developed to include the ways that rearrangement and renewals of body schema take place in rehabilitation. More specifically, the embodied learning process of acquiring wheelchair skills serves as a starting point for fleshing out a phenomenological understanding of incorporation of assistive devices. By drawing on the work of Merleau-Ponty, the reciprocal relation between acquisition habits and incorporation of instruments is explored in relation to the learning of wheelchair skills. On the basis of this, it is argued that through learning to manoeuvre the wheelchair, a reversible relation between is established between the moving body-subject and the wheelchair. In this sense, re-embodiment involves a gestalt switch from body image to body schema.

• Moe, Vegard Fusche & Standal, Øyvind Førland (2011). Kroppsleg læring og praktiske kunnskapar i ny lærarutdanning. In Langfeldt, Gjert & Moe, Vegard Fusche (Ed.), Å lære å bli lærar : om læring og undervisning i fag, tema og ferdigheiter i ny lærarutdanning. Høgskulen i Sogn og Fjordane. ISSN 9788246601274. p. 99–109. Full text in Research Archive Show summary

  Lærarutdanningane er i støypeskeia. Frå hausten 2011 blir studentar tekne opp til Grunnskulelærarutdanning og ikkje til Allmennlærarutdanning. Denne rapporten dokumenterer korleis ein arbeider ved HiSF for å fylle ei målsetjing som kan uttrykkast slik: Undervisninga som blir gitt i lærarutdanningane er den måten ein oppfyller dei nasjonale målsettingane for lærarutdanningane på. Det å ta reforma på alvor, å studere kva den betyr for dei ulike faga, står fram i rapporten som HiSF sitt alternativ til å tilpasse seg nye retningslinjer på enklast muleg vis: Kvalitet i undervisninga er det målet som alle bidragsytarane er opptekne av og skriv om. Rapporten gjer greie for korleis dette skjer på tvers av fag, og viser også korleis reforma set rammevilkår som skapar nye faglege dilemma.

• Standal, Øyvind Førland & Hemmestad, Liv B (2011). Coaching and phronesis. In Hardman, Alun R. & Jones, Carwyn (Ed.), The Ethics of sports coaching. Routledge. ISSN 9780415557740. p. 45–55. Full text in Research Archive
• Standal, Øyvind Førland & Moe, Vegard Fusche (2011). Merleau-ponty Meets Kretchmar: Sweet Tensions of Embodied Learning. Sport, Ethics and Philosophy. ISSN 1751-1321. 5(3), p. 256–269. doi: 10.1080/17511321.2011.602580. Full text in Research Archive Show summary

  The last decades have seen a rising philosophical interest in the phenomenology of skill acquisition. One central topic in this work is the relation between the athlete's background capacities and foreground attention as an invariant feature of skilful movements. The purpose of this paper is to examine further this gestalt relation from the perspective of Merleau-Ponty's phenomenological account of embodied learning and a classical notion from philosophy of sport, namely ‘sweet tension of uncertainty of outcome’. In the first part we will explicate how Merleau-Ponty understands embodied learning as a form of gestalt switch that allows the athlete to perceive the world more meaningfully in relation to an ongoing movement project. That is, a skilled athlete perceives more and better opportunities for actions. In the second part, we revisit the classical notion of ‘sweet tension of uncertainty of outcome’ developed by Kretchmar. This phrase is attributed to the indeterminate back and forth rallies between sport contestants, and to persons facing a sport situation that produces an ambiguity as to whether one will succeed in one's task. In the third part, we then juxtapose Merleau-Ponty's notion of embodied learning and the notion of sweet tension from philosophy of sport in order to draw out the relations between the two notions. In addition, in much of the philosophical work on skill acquisition (for instance in Merleau-Ponty and his much-cited commentator, Hubert Dreyfus) the distinction between everyday skills (such as walking and opening doors) and sport skills is collapsed. Our discussion aims to show that by introducing the notion of ‘sweet tension’ to the literature on phenomenology of skill acquisition, we are able to highlight a phenomenological difference between everyday skills and sport skills.

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• Walseth, Kristin & Standal, Øyvind Førland (2023). Folkehelse og livsmestring - med utgangspunkt i fagene. Universitetsforlaget. ISBN 9788215070759. Full text in Research Archive
• Standal, Øyvind Førland & Rugseth, Gro (2021). Inkluderende kroppsøving. Cappelen Damm Akademisk. ISBN 9788202675639. 167 p. Full text in Research Archive
• Standal, Øyvind Førland (2015). Phenomenology and Pedagogy in Physical Education. Routledge. ISBN 9781138024083. 168 p. Full text in Research Archive Show summary

  Phenomenology is a philosophical approach to the study of consciousness and subjective experience. In recent years it has become a more prominent element of the social scientific study of sport and a core component of the important emergent concept of physical literacy. This book is the first to offer a philosophically-sound investigation of phenomenological perspectives on pedagogy in physical education. The book argues that phenomenology offers a particularly interesting theoretical approach to physical education because of the closely embodied relationship between the knowledge object (the actions, activities and practices of movement) and the knowing subject (the pupil). Drawing on the work of key phenomenological thinkers but also exploring the implications of this work for teaching practice, the book helps to illuminate our understanding of important concepts in physical education such as practical knowledge, skill acquisition, experience and ethics. This is fascinating reading for any serious student or researcher working in physical education or the philosophy or sociology of sport

• Standal, Øyvind Førland & Rugseth, Gro (2015). Inkluderende kroppsøving. Cappelen Damm Akademisk. ISBN 9788202470647. 137 p. Full text in Research Archive

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• Askildsen, Carl-Emil Marstrander & Standal, Øyvind Førland (2026). How are the phenomenon of practising and the distinct practising model taught in Physical Education Teacher Education (PETE)? Full text in Research Archive Show summary

  This presentation provides preliminary findings from an interview study investigating how the practising model is taught in physical education teacher education in the Scandinavian countries.

• Aggerholm, Kenneth & Standal, Øyvind (2025). Hannah Arendt and Embodied Bildung - Towards a World-Centred Physical Education. Full text in Research Archive Show summary

  This paper applies educational ideas from Hannah Arendt to propose new solutions to contemporary issues in physical education. We argue that the school subject has become detached from the world, as curricula increasingly focus on individual competencies while paying less attention to the shared world students should be introduced to. We contend that Arendt’s educational ideas, presented in her essay on The Crisis in Education, can shed new light on this issue and inform new pedagogical approaches. Specifically, they can offer a counter-narrative to individualistic, competence-based approaches, paving the way for a more world-centred understanding of physical education. Additionally, we employ an embodied Bildung perspective to analyse the potential of Arendt’s ideas for physical education. While embodiment in this context is commonly studied as the pre-reflective engagement of students in movement environments, we propose that Arendt’s world-centred approach can contribute to expanding the account of students’ bodily formation to encompass the social, historical and cultural dimensions of physical education. After presenting the potential implications of our analysis for the form, content, and purpose of teaching in physical education, we discuss how our suggestion for embodied Bildung within a world-centred approach aligns with contemporary debates on education, paying particular attention to recent calls for an affirmative and post-critical perspective on teaching. In doing so, we aim to show how educational philosophy can broaden our understanding of physical education and be relevant to educational research, teaching practice, and policy development.

• Walseth, Kristin & Standal, Øyvind Førland (2023). Innledning. In Walseth, Kristin & Standal, Øyvind Førland (Ed.), Folkehelse og livsmestring - med utgangspunkt i fagene. Universitetsforlaget. ISSN 9788215070759. Full text in Research Archive
• Walseth, Kristin; Standal, Øyvind Førland; Henjum, Emilie Jåtog & Ormestad, Torvald (2023). Undervisningsmateriale utviklet for folkehelse og livsmestring. In Walseth, Kristin & Standal, Øyvind Førland (Ed.), Folkehelse og livsmestring - med utgangspunkt i fagene. Universitetsforlaget. ISSN 9788215070759. Full text in Research Archive
• Berg, Lise-Kari & Standal, Øyvind Førland (2023). Practising in the school subject Arts and Crafts. Full text in Research Archive
• Aartun, Iselin & Standal, Øyvind Førland (2023). Exploring the Lived Experiences of Social Relations in Physical Education. Full text in Research Archive
• Berg, Lise-Kari & Standal, Øyvind (2023). Deep learning and practising in arts and crafts. Full text in Research Archive
• Standal, Øyvind Førland & Aaring, Vegard Fånes (2022). Pedagogikk for kroppsleg læring. Ei eksplorativ studie i kroppsøvingslærarutdanninga. Full text in Research Archive
• Berg, Lise-Kari; Evang, Hanne Kihlman & Standal, Øyvind Førland (2022). Practising in Practical and Aesthetical School Subjects. Full text in Research Archive
• Standal, Øyvind Førland (2022). Educating the severely able-bodied student. Full text in Research Archive
• Berg, Lise-Kari; Standal, Øyvind Førland & Evang, Hanne Kihlman (2022). The arts and crafts teachers practical knowledge. An interview project. Full text in Research Archive
• Aggerholm, Kenneth & Standal, Øyvind Førland (2021). Humanvitenskapelig pedagogikk i kroppsøving. Full text in Research Archive
• Aggerholm, Kenneth; Barker, Dean; Standal, Øyvind Førland & Larsson, Håkan (2021). Practising movement at home: An idea for meaningful remote teaching in physical education. idrottsforum.org/artiklar. Full text in Research Archive
• Standal, Øyvind Førland (2020). Øvelse som læringsprosess i praktisk og estetiske fag. Full text in Research Archive
• Standal, Øyvind Førland (2020). Problems with embodied learning in physical education? Full text in Research Archive
• Moen, Kjersti Mordal & Standal, Øyvind Førland (2019). Leder: Kroppsøvingsfaget i bevegelse. Journal for Research in Arts and Sports Education. doi: 10.23865/jased.v5.1870. Full text in Research Archive
• Standal, Øyvind Førland (2019). Embodied learning in physical education. Full text in Research Archive
• Standal, Øyvind Førland (2019). Cross-disciplinary teaching and physical education. Full text in Research Archive
• Standal, Øyvind Førland; Helle, Albrigtsen & Gunnhild, Jonassen (2019). Kroppsøving og tverrfagleg undervisning om helse og livsmeistring. Full text in Research Archive
• Aggerholm, Kenneth & Standal, Øyvind Førland (2018). Bildung-Theoretical Reflections on the Justification of Physical Education. Full text in Research Archive
• Standal, Øyvind Førland (2018). Folkehelse og livsmeistring. Full text in Research Archive
• Standal, Øyvind Førland (2018). Seminar: Reflection and reflective practice in PETE. Full text in Research Archive
• Standal, Øyvind Førland (2018). Profesjonsetikk for kroppsøvingslærarar. Full text in Research Archive
• Midthaugen, Per; Bentzen, Marte & Standal, Øyvind Førland (2018). Inclusion in Physical Education, Organized Sports and Self-Organized Activities in the lens of Self-Determination Theory. Full text in Research Archive
• Midthaugen, Per; Bentzen, Marte & Standal, Øyvind (2017). The relevance of physical activity contexts in the everyday life of adolescents – 13- and 16-year-olds perceptions of belonging, inclusion and learning environment in PE, organized sports and self-organized activities. Full text in Research Archive
• Standal, Øyvind Førland; Moen, Kjersti Mordal & Westlie, Knut (2017). “Ei mil vid og ein tomme djup”? Ei utforsking av breidde og djupne i norsk kroppsøving. Full text in Research Archive
• Standal, Øyvind Førland (2017). Bevegelsesliteracy. Full text in Research Archive
• Standal, Øyvind Førland; Moen, Kjersti Mordal & Westlie, Knut (2017). "Mile wide and inch deep". An appropriate description of Norwegian physical education? Full text in Research Archive
• Standal, Øyvind Førland (2017). EDUHEALTH - discussion. Full text in Research Archive
• Aggerholm, Kenneth; Standal, Øyvind Førland & Hordvik, Mats (2017). Vi må tale om konkurranse i kroppsøving. Full text in Research Archive
• Standal, Øyvind Førland (2017). Bevegelsesliteracy og kroppslig dannelse. Full text in Research Archive
• Rugseth, Gro & Standal, Øyvind Førland (2015). My body can do magical things. Full text in Research Archive
• Moen, Kjersti Mordal & Standal, Øyvind Førland (2014). Praksis i kroppsøvingslærerutdanningen: et utdanningsnettverk? Full text in Research Archive
• Moen, Kjersti Mordal & Standal, Øyvind Førland (2014). Practicum in physical education teacher education: An educational partnership? Full text in Research Archive
• Moen, Kjersti Mordal & Standal, Øyvind Førland (2013). Studenters erfaringer med praksisopplæringen i kroppsøvingslærerutdanningen i Norge. Full text in Research Archive
• Moen, Kjersti Mordal; Standal, Øyvind Førland & Moe, Vegard Fusche (2013). "Vi har jo en veldig praktisk teori, da" Kroppsøvingsstudentar sine syn på teori og praksis i skulepraksisen. Full text in Research Archive
• Standal, Øyvind Førland & Rugseth, Gro (2013). Preparation of future professionals in adaptive physical activity; Why philosophy matters. Full text in Research Archive
• Standal, Øyvind Førland & Moe, Vegard Fusche (2012). Kva er praktisk kunnskap i kroppsøving. Full text in Research Archive
• Moe, Vegard Fusche & Standal, Øyvind Førland (2011). "Practical knowledge" and physical education: comments on the concept and the literature. Full text in Research Archive
• Bjarnø, Vibeke; Hatlevik, Ove Edvard & Standal, Øyvind Førland (2018). ILD - Integrerte læringsarenaer gjennom digitalisering. 7Letras. Full text in Research Archive Show summary

  I forbindelse med prosjektet ILD - Integrerte læringsarenaer gjennom digitalisering ble det etablert en følgegruppe for å dokumentere prosess og resultater. Følgegruppa har bestått av tre personer; førstelektor og studieleder Vibeke Bjarnø og professorene Ove Edvard Hatlevik og Øyvind Førland Standal. Følgegruppa har vært ledet av Vibeke Bjarnø. I tillegg til følgegruppa har ILD bestått av to delprosjekter leda av henholdsvis dosent Bjørn Smestad og førsteamanuensis Bård Ketil Engen. ILD-rapporten er skrevet av følgegruppa med tekstbidrag fra de to delprosjektlederne. Enkelte av de involverte lærerutdannerne i første studieår på den 5-årige grunnskolelærerutdanninga for 1.-7. trinn har også bidratt med korte eller lengre tekstelementer som har utgjort deler av grunnlaget følgegruppa har brukt for å skrive rapporten. Dette gjelder universitetslektorene Trine Gedde Dahl, Siri Krogh Nordby, Trude Sundtjønn og Mikkel Bertram Rustad, samt førsteamanuensis Olav Gravir Imenes.

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