Mats Osen Hordvik

• Hordvik, Mats; Garcia, Marina Castro; Beni, Stephanie Lynn; Calderón, Antonio; Fernández-Río, Javier & Hünük, Deniz [Vis alle 11 forfattere av denne artikkelen] (2026). Beyond silos: professional learning across boundaries in an international physical education and teacher education project. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2026.2729825. Fulltekst i vitenarkiv
• Fletcher, Tim; Hordvik, Mats; Carse, Nicola; Bowles, Richard; Popeska, Biljana & McMillan, Paul [Vis alle 8 forfattere av denne artikkelen] (2026). Professional learning through the lens of boundary crossing in an international physical education and sport pedagogy project. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2026.2687037. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this research is to analyse the professional learning experiences of eight physical education and sport pedagogy (PESP) academics involved in an international project focused on supporting how coaches could prioritise meaningful experiences for children aged 6–12 years in youth sport contexts. Project participants partnered with coaches from youth sport clubs to create an accessible resource that volunteer coaches could use. Our focus in this paper is on how the internationalisation of project activities supported our individual and collective learning. Using practitioner inquiry, several forms of self-generated qualitative data were gathered, including focus group discussions and artefacts. Data were analysed deductively using concepts from boundary crossing. Analysis showed that individual and collective learning occurred from interacting at boundaries between: (a) physical education and sport, and (b) geographic, political, social, and cultural contexts. Our learning was facilitated by interacting with others who worked in or occupied spaces outside the boundaries of higher education (especially coaches) and by producing boundary objects (e.g. a coaching resource). Through engaging in reflective processes and analyses of the boundaries of physical education and sport, we learned about important similarities and differences in practices between physical education and sport on the one hand, and norms and values between our own and one another’s cultural contexts on the other. In some instances, these processes led us to reframe our respective priorities and knowledge, resulting in differing perspectives of how some participants identified professionally. This research is significant because it provides needed empirical evidence about the ways that internationalisation of higher education activities in PESP can support individual and collective learning. The outcomes of this research carry implications for how other PESP academics might engage in and study learning that can arise from international activities.

• Haraldsen, Heidi Marian; Stornæs, Annett Victoria; Hordvik, Mats; Hembre, Oda Julie; Ellefsen, Veslemøy & Leirhaug, Petter Erik (2026). Professional digital competence in physical education and performing arts teacher education: transformative learning in the learning Avatar project. European Journal of Teacher Education. ISSN 0261-9768. s. 1–23. doi: https:/www.tandfonline.com/doi/full/10.1080/02619768.2026.2717701. Fulltekst i vitenarkiv Vis sammendrag

  Drawing on transformative learning theory, we explored the transformation processes related to professional digital competence (PDC) in teacher education in physical education and performing arts. Positioned in practitioner research and self-study, eight teacher educators with interdisciplinary expertise participated in a 3-year PDC research and development project. Data were transcripts of peer debriefing sessions and structured individual reflection notes, all analysed using reflexive thematic analysis. The results revealed several distinct layers of tensions related to the nature of each subject’s versus digitised ways of learning, nurturing ambivalence towards own assumptions, competence, authority and practices that triggered a need for agency and development. The transformative learning process, influenced by (a) learning as doing and reflecting, (b) learning with peers, (c) restructuring theory of practice and (d) organisation and contextual settings, revealed a cumulative change in our PDC. The results emphasise that developing PDC is a subject- and context-sensitive process.

• Hordvik, Mats; Jønsberg, Ståle; Beni, Stephanie Lynn & Rudd, James Robert (2026). Developing experiential signature pedagogies for integrating theory and practice in PETE: teacher educator enactments and pre-service teachers’ engagement. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2026.2679473. Fulltekst i vitenarkiv
• Solstad, Bård Erlend; Hordvik, Mats; Strandbu, Åse & Bentzen, Marte (2026). Forcing, pushing, encouraging, or accepting? Parental dilemmas when teenagers seek to disengage from organised youth sport. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2026.2631037. Fulltekst i vitenarkiv Vis sammendrag

  Before teenagers decide to disengage from organised youth sport, parents often face multiple dilemmas as they navigate their child’s contemplation of disengagement. This study explores parents’ perceptions of ideals and dilemmas inherent in these disengagement situations. Based on focus group interviews with parents of teenagers transitioning from lower- to upper-secondary school in Norway, we employed an abductive approach, integrating theoretical knowledge to inform our interpretation. Our analysis generated three primary themes: (i) The perceived value of sport, where parents generally viewed sport participation as beneficial for fun, social engagement, and a healthy lifestyle, while also acting as a protective factor against potentially unhealthy behaviours; (ii) Dilemmas in interpreting disengagement situations, as parents struggled to discern temporary challenges from genuine, long-term disinterest in sport; and (iii) Dilemmas in parental responses, as parents balanced respecting autonomy with a sense of responsibility to encourage continued engagement, believing in long-term benefits. The data from this study suggest that the parents in this sample navigated disengagement through a distinct two-step process: First, they sought to communicate and collaborate with their children to understand their perspective. Second, they utilised strategies based on that understanding to facilitate continued engagement. These insights illustrate a specific mode of parental involvement and serve as a foundation for future research to examine how these strategies might differ or adapt across diverse socio-economic contexts and more complex disengagement scenarios.

• Fernandez-Rio, Javier; Hordvik, Mats & Casey, Ashley (2025). Can Pedagogical Models Positively Influence Students’ Motivation? A Hierarchical Approach. I García-González, Luis; Cocker, Katrien De & González-Cutre, David (Red.), Motivation in Physical Education. Springer Nature Switzerland. ISSN 9783031869075. s. 305–321. doi: 10.1007/978-3-031-86908-2_15. Fulltekst i vitenarkiv Vis sammendrag

  Over the last four decades, pedagogical models have established themselves as a possible future for physical education teaching with more and more teachers using them worldwide. Research, however, has showed that while they can produce positive outcomes for students, they can also have negative or no effects, depending on how they are implemented. This chapter uses Vallerand’s hierarchical model of intrinsic and extrinsic motivation to understand the importance of teachers’ teaching frameworks, in this case pedagogical models, and its connections with students’ basic psychological needs and motivation. It provides an overview of the main elements of four basic (cooperative learning, sport education, teaching for personal and social responsibility, game-based approach) and three emergent (outdoor adventure education, service-learning, gamification) pedagogical models. The chapter, then, presents a set of eight basic elements that all pedagogical models share, related to an individual’s basic psychological needs (i.e., competence, autonomy, relatedness, and novelty) and motivation. These elements can help educators and researchers understand the “philosophy” behind pedagogical models and help them transfer it from one to another easily. Finally, the chapter shows how readers might integrate Ahmadi et al.’s (Journal of Educational Psychology, 115(8), 1158–1176, 2023) and Teixeira et al.’s (Motivation Science, 6(4), 438, 2020) strategies to make pedagogical models truly autonomy-supportive and produce positive outcomes. A key take-home message for teachers is: “if you want to motivate your students, first help them feel competent, autonomous and a sense of relatedness through novel and properly structured frameworks like pedagogical models.”

• Hordvik, Mats Melvold; Beni, Stephanie Lynn & Quennerstedt, Mikael (2025). Exploring collective action in becoming a teacher in physical education: Understanding the development and use of signature pedagogies across teacher education contexts. European Physical Education Review. ISSN 1356-336X. doi: 10.1177/1356336X251350844. Fulltekst i vitenarkiv
• Flaat, Lars Kristian; Hordvik, Mats Melvold & Fon, Karl Petter Nygaard (2025). A multi-model approach to models-based practice: students’ learning experiences throughout lower-secondary school physical education. Physical Education and Sport Pedagogy. ISSN 1740-8989. s. 1–18. doi: 10.1080/17408989.2025.2525550. Fulltekst i vitenarkiv Vis sammendrag

  Introduction and research question: Current researchemphasizes the potential of single pedagogical models to guidestudents learning in physical education (PE). However, the impactof a holistic, multi-model approach to Models-based Practice(MbP) remains largely unexplored – particularly how studentsexperience and make sense of their learning over time. This studyaddresses that gap by exploring the research question: ‘How dostudents’ experience PE throughout their three-year lowersecondary schooling when their teacher uses MbP as the guidingteaching framework?’Theoretical framework: To interpret students’ learningexperiences within a multi-model MbP approach, the studyemployed Bildung theory [Klafki, Wolfgang. [1985] 2001.Dannelsesteori og didaktik: Nye Studier. Translated byB. Christensen. Klim] and a recently proposed Bildung frameworkfor PE [Aggerholm, K., and M. Hordvik. 2024. “A BildungTheoretical Framework for Models-based Practice in PhysicalEducation.” Physical Education and Sport Pedagogy : 1–23.https://doi.org/10.1080/17408989.2024.2446787]. This theoreticallens emphasizes holistic development across physical, cognitive,ethical, and social dimensions. Central to this perspective is thenotion of versatile learning aspirations, where students engagewith open-ended tasks, learn across diverse domains, and formmeaningful connections with educational content.Methods: This longitudinal study followed 24 students from asingle lower-secondary class over three years. The teacherorganized PE around five pedagogical models: Teaching Personaland Social Responsibility, Teaching Games Approach, SportEducation, Fitness and Wellness Education, and OutdoorEducation, each revisited multiple times across a total of 16 units.Data were generated through seven rounds of focus groupinterviews with four student groups, totaling 28 interviewsconducted throughout their lower secondary schooling. A general inductive approach [Thomas, David. 2006. “A General InductiveApproach for Analyzing Qualitative Evaluation Data.” AmericanJournal of Evaluation 27:237–246. https://doi.org/10.1177/1098214005283748] was used to co-construct themes reflectingstudents’ learning experiences across model units.Results: Results indicate that students perceived their teacher aspromoting a holistic and learning-oriented PE environment,emphasizing diverse learning outcomes and fostering levels ofaccountability for both individual and collective learning. Thisrepresents a shift from a skill- and teacher-centered PE experiencetowards a holistic, learner-centered approach spanning physical,cognitive, social and creative domains. Students developedautonomy, trust, and a sense of accountability through apedagogical approach that prioritized decision-making, peernegotiation, and minimal teacher intervention. Two key themeswere co-constructed and explored: ‘A holistic learning-aspiredapproach necessitated student accountability’ and ‘Continuity inlearning experiences across various domains’.Discussion and Conclusion: While prior research has illustrated thepotential of individual models, this study demonstrates that sustainedengagement with a range of pedagogical models can cultivate acontinuous, holistic, and meaningful learning experience. Throughthe lens of Bildung theory, the results suggests that PE guided by asustained MbP approach can foster environments where self-determination, co-determination, and solidarity naturally emerge –contributing to personal formation and democratic education (Klafki[1985] 2001). Moreover, these versatile, aligned, and accountablelearning experiences promote development within interconnectedlearning bodies – moving, thinking, social, emotional, and cultural[Quennerstedt, Mikael, Dillon Landi, and Ashley Casey. 2024. “Busier,Happier, and Good(er) – 40 Years on from ‘Busy, Happy, and Good’ asSuccess in Teaching Physical Education.” Quest: 1–21. https://doi.org/10.1080/00336297.2024.2393624]. Students’ engagement with valuessuch as fairness, inclusion, cooperation, and critical thinking suggeststhat MbP can provide fertile ground for cultivating ethical and civicawareness. These experiences reflect the potential of a multi-modelMbP approach to support versatile learning aspirations, as studentsnavigate open-ended, meaningful tasks across cognitive, physical,and moral domains – enhancing both individual growth andcollective understanding.

• Aggerholm, Kenneth & Hordvik, Mats Melvold (2024). A Bildung theoretical framework for Models-based Practice in physical education. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2024.2446787. Fulltekst i vitenarkiv Vis sammendrag

  Background: Models-based Practice (MbP) has gained popularity in the literature on physical education. It offers a comprehensive approach to teaching and programme planning. However, MbP lacks a solid theoretical foundation to guide reflections on educational purposes, teaching methods and learning aspirations. Purpose: This paper proposes a framework to address this shortcoming by drawing on Wolfgang Klafki’s theory of general Bildung. The goal is to provide a theoretical foundation for MbP and contribute to its further development. By exploring the potential of a Bildung theoretical framework for MbP, this paper also seeks to bridge the gap between the Anglo-American tradition that MbP adheres to and the Continental tradition of Bildung. Relevance and Implications: The analysis demonstrates how Bildung theory can complement and challenge elements in MbP. First, it can contribute with an overarching educational purpose, which is to develop the capacity for self-determination, co-determination, and solidarity. Second, the principle of exemplarity can secure alignment between the main themes of models and epochal key problems. Third, the principles of non-affirmativity and versatility can inform learning aspirations for students, and the principle of multidimensionality can inform a multimodel approach where students engage with different body-cultural practices. Fourth, the principles of autonomy and interdependency can inform the pedagogical work of teachers. Conclusion: We conclude that, on the one hand, MbP can serve as a framework for integrating the educational principles of Bildung in schools, enriching the pedagogical landscape of physical education. On the other hand, Bildung theory can provide a solid theoretical framework for MbP, as it underpins several strengths of the approach and can guide its future development. Thus, MbP can provide a practical framework for working with general Bildung in physical education, while Bildung theory can provide a theoretical framework with criteria for the development and use of pedagogical models in MbP that align with democratic and educational objectives.

• Scanlon, Dylan; Beckey, Alex; Wintle, Jordan & Hordvik, Mats Melvold (2024). Exploration and creation of meaningful teacher educator practises in physical education teacher education. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2024.2417782. Fulltekst i vitenarkiv Vis sammendrag

  This paper examines four teacher educators’ work practices which either perceive to enhance or diminish meaningfulness in physical education teacher education. Through a community of learners, we took a narrative inquiry approach and in particular, a storytelling approach (Chiu-Ching & Chan, 2009. Teaching and learning through narrative inquiry. In D. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), In Research Methods for the Self-Study of Practice. Springer), to exploring, identifying, and examining meaningful teacher education practices. Stories (and elicited stories) were collected through recorded zoom meetings, critical discussions, and note taking. Collaborative data analysis resulted in three categories: (i) Ownership of practice as key to meaningful teacher educator practices; (ii) The influential interdependent relationships on the potential of meaningful teacher educator practices; and (iii) The power of reflection in learning from, and designing, meaningful teacher educator practices. We share considerations for other teacher educators in how they can strive towards developing meaningful teacher education practice, for example, we encourage teacher educators to engage in individual and collective reflection by being vulnerable.

• Scanlon, Dylan; Becky, Alex; Wintle, Jordan & Hordvik, Mats Melvold (2024). ‘Weak’ physical education teacher education practice: co-constructing features of meaningful physical education with pre-service teachers. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2024.2344012. Fulltekst i vitenarkiv Vis sammendrag

  While the meaningful physical education approach serves as a unifying and focused framework for both physical education teachers and teacher educators, it is focused on teaching physical education and not how teacher educators can teach pre-service teachers (PSTs) how to teach using meaningful physical education. Consequently, Learning about Meaningful Physical Education (LAMPE) has emerged as a comprehensive pedagogical approach designed to support teacher educators in their decision making to educate PSTs about meaningful physical education. However more work is needed to exemplify PETE practices when enacting the LAMPE pedagogical principles and explain their effectiveness in preparing PSTs to learn about meaningful physical education. This research aims to address the knowledge gap in answering: What are the realities of enacting principle four of the LAMPE principles (i.e. Teacher educators should frame learning activities using features of meaningful participation) in PETE? Rather than providing the already agreed critical features of meaningful physical education (i.e. social interaction, challenge, motor competence, fun, and personally relevant learning), and reproducing what is already known, Dylan engaged in a self-study of teacher education practices (S-STEP) methodology to inductively co-construct a shared language with his PSTs. Data was collected through different sources: (i) Four community of learners meetings; (ii) 11 reflective journal entries; (iii) Critical friends interrogation on such reflections; and (iv) the teaching artefacts. Through data analysis, three categories were constructed: (1) Inductive disruption encouraging co-construction of meaningful physical education features; (2) Tensions in developing a shared language through identification, exploration, experience, and reflection; (3) An uncomfortable space of ‘knowing’ and ‘not knowing’. The inductive analysis led us to make connections to Biesta, G.’s [2014. The Beautiful Risk of Education. Paradigm Publishers] notion of ‘weak education’. Informed by this, this research advocates for ‘weak practice’, the development of a pedagogy of teacher education, and a principle zero.

• Hordvik, Mats Melvold & Beni, Stephanie Lynn (2024). Signature pedagogies of teacher education in physical education: a scoping review. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2024.2352829. Fulltekst i vitenarkiv Vis sammendrag

  Introduction and purpose: There is a need for contemporary studies which establish a shared language to further analyze and develop pedagogies in the field of teacher education in physical education (PE). This includes both initial teacher education (PE-ITE) and continuous professional development (PE-CPD), holding the responsibility for preparing pre-service teachers (PSTs) and teacher educators, as well as facilitating the ongoing professional learning of in-service teachers (ISTs) and teacher educators. This study entails a comprehensive scoping review covering the period from 2015 to 2023, encompassing studies within the broad field of teacher education in PE across international contexts, all examined through the perspective of Shulman’s, L. S. (2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59) concept of signature pedagogies. The purpose was two-fold: (1): to map the current literature on teacher education in PE (including PE-ITE and PE-CPD for both ISTs and teacher educators), and (2) to propose a preliminary shared language of signature pedagogies of teacher education in PE. Theoretical lens: Signature pedagogies refer to the forms of teaching-learning that leap to mind when thinking about the preparation and ongoing learning and development of teachers (i.e. pre-service teachers, in-service teachers and teacher educators; Shulman, L. S. 2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59). Signature pedagogies are both pervasive and routine, cutting across topics and courses, programs, and institutions, and are described through three layers of structure – the surface, deep, and implicit. Method: The research process was guided by a five-stage framework for conducting a scoping review. In line with the specific purposes articulated above, the research question guiding the review was: What is known from the literature on signature pedagogies of teacher education in PE? The search was restricted to articles published between 2015–2023. Both empirical and conceptual articles (i.e. those with data collection and those without) were included, provided the inclusion criteria were met. A total of 465 articles were included in the review, and the pedagogies identified from each article were co-constructed into themes/categories. Findings and discussion: Three signature pedagogies of teacher education in PE across international contexts are identified and presented in terms of their surface, deep and implicit structure, including: (auto)biographical pedagogies, experiential pedagogies, and pedagogies of professional learning. Subsequently, we explore the similarities and differences between each of the three groups of pedagogies and what makes a pedagogy of teacher education in PE distinct from a pedagogy of teacher education more broadly. Conclusion and further research: This study offers a preliminary shared language of teacher education pedagogies in the field of PE and is intended to open a dialogue around preparing and supporting pre-service teachers, in-service teachers, and teacher educators in the context of PE. While this review represents an initial step in addressing a gap in the literature by exploring and articulating teacher education pedagogies in PE, there remains a need to analyse their use across teacher education contexts and to consider how this shared language might inform a more intentional practice of these pedagogies within and across teacher education contexts in ways that might ensure more authentic, transformative and equitable teacher education practices in PE.

• Hordvik, Mats Melvold; Fletcher, Tim; Haugen, Anders L. Hage; Møller, Lasse & Engebretsen, Berit (2024). The process(es) of learning about teaching using models-based practice: Pre-service teachers’ experiences. European Physical Education Review. ISSN 1356-336X. doi: 10.1177/1356336X241282492. Fulltekst i vitenarkiv Vis sammendrag

  This research takes on the recommendation to continue examining the use of models-based practice (MbP) in diverse contexts by considering pre-service teachers’ (PSTs’) experiences of learning to teach using MbP in a physical education teacher education (PETE) program in Norway. Guided by the theory of a pedagogy of teacher education ( Loughran, 2006), this research was driven by the question: “What are PSTs’ experiences of learning about teaching using MbP in one comprehensive PETE course?” The context was a 15-credit PETE course taught collaboratively by four teacher educators to two cohorts of first-year undergraduate PSTs (25 PSTs in each cohort). Data were generated through a total of 24 focus group interviews with eight PST groups before, during, and upon completion of the course. A hybrid approach of inductive and deductive theme development enabled us to produce knowledge of how PSTs’ learning evolved through four phases: (a) (traditional) assumptions about physical education and teacher education, (b) learning about and through a new way of teaching and learning physical education, (c) challenging and being challenged by the traditional “gym” culture in schools, and (d) understanding what it means to be and become a (physical education) teacher. This research offers support to claims about the challenges in creating coherence at different levels in PSTs’ learning experiences in a Norwegian PETE program. At the same time, we show that MbP can provide PSTs with a coherent learning experience, potentially resulting in changes to how PSTs think about teaching physical education.

• Johansen, Bjørn Tore; Kjær, Ingirid Geirsdatter Heald; Hordvik, Mats Melvold & Solstad, Bård Erlend (2023). “Fake it or hide it till you make it”: A thematic analysis of hiding techniques in physical education among students in secondary school. European Physical Education Review. ISSN 1356-336X. doi: 10.1177/1356336X231198824. Fulltekst i vitenarkiv Vis sammendrag

  Some students find engaging in physical education (PE) problematic or undesirable to the extent that it makes them adopt strategies to avoid taking part, also known as hiding techniques. There is a need to get a deeper understanding of hiding techniques as a behavioral strategy in PE, especially the underlying causes as to why students choose to engage in them. Hence, the purpose of the current study was two-fold: (a) to investigate the situations and activities in which students engage in hiding techniques in PE and (b) to elucidate students’ motives for engaging in these hiding techniques. 10 Norwegian ninth-grade students (six girls and four boys, all aged 14 years) participated in in-depth interviews using vignettes. Reflexive thematic analysis of the data revealed that hiding techniques can be characterized into active and passive hiding techniques. Active hiding techniques were divided into: “avoiding the ball,” “reducing effort,” and “social dizziness.” Passive hiding techniques were divided into: “forgetting gym clothing,” “faking soreness,” and “warming the bench.” Furthermore, the use of different hiding techniques was found to be situationally related and activity specific. The findings also revealed the following motives for using hiding techniques: low perceived competence, fear of failure, too high expectations, and exposure of perceived low athletic skills. The findings of the current study allow us to reflect on possible ways to organize PE to prevent the use of hiding techniques.

• Fletcher, Tim & Hordvik, Mats Melvold (2022). Emotions and pedagogical change in physical education teacher education: a collaborative self-study. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2022.2035345. Fulltekst i vitenarkiv Vis sammendrag

  Emotions are foundational to teaching and teacher education practice. They can influence all aspects of the change process, including considerations of relationships, pedagogical and curricular decisions, and organizational structures. While the study of emotions in teaching has increased since the 1990s, less explicit attention has been paid to the role of emotions in teacher education practice. Using a sociocultural perspective on emotion, the purpose of this research was to consider the emotional aspects of pedagogical change experienced by teacher educators. The context in which change occurred was the development and enactment of a blended course (i.e. using face-to-face and online formats) in one physical education teacher education program. Collaborative self-study of teacher education practice methodology guided the research design, including the processes of critical friendship, and data collection and analysis strategies. Emotions were omnipresent throughout the pedagogical change process and were expressed by both the teacher educator whose practice was being examined and the critical friend. Emotions were often experienced in contrasting ways and in tension to each other; for example, trust-distrust, and uncertainty-confidence. The explicit focus on the emotional dimension brought to life the teacher educators’ experiences, taking the analysis beyond the technical and rational implementation of decisions and offering a humanistic perspective on the pedagogical change process. The focus on emotion carries implications for policies and practices related to the ongoing professional development of teacher educators.

• Fletcher, Tim & Hordvik, Mats Melvold (2022). Miscibility in blended approaches to PETE practice. Movimento. ISSN 0104-754X. 28. doi: 10.22456/1982-8918.122740. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, we discuss findings from a collaborative self-study we conducted on enacting a blended approach (i.e. consisting of online and in-person components) to a Physical Education Teacher Education (PETE) course. Data consisted of reflective journals and recorded conversations. We examine assumptions about the structure, content, and pedagogies of “blended” approaches using the metaphor of miscibility, where liquids mix to form a homogeneous solution. The blended PETE course was not conceptualized or enacted in a way that made it miscible (i.e. it was immiscible), in that the in-person and online components were viewed as separate entities. This meant there were missed opportunities to offer formative experiences from one format to shape experiences in the other. Following the pandemic it will be important to consider the strengths of both in-person and online formats so that students experience the ways one can benefit the other.

• Hordvik, Mats Melvold & Aaring, Vegard Fånes (2021). Modellbasert praksis – èn visjon for fagfornyelse i kroppsøving. I Vinje, Erlend Ellefsen (Red.), Didaktiske utfordringer i kroppsøving. Cappelen Damm Akademisk. ISSN 9788202675288. s. 191–217. Fulltekst i vitenarkiv
• Hordvik, Mats Melvold; Fletcher, Tim; Haugen, Anders L. Hage; Engebretsen, Berit & Møller, Lasse (2021). Using the metaphor of orchestration to make sense of facilitating teacher educator professional development. European Journal of Teacher Education. ISSN 0261-9768. 46(3), s. 417–434. doi: 10.1080/02619768.2021.1946510. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this research was to examine the ways that a metaphor could help describe and make sense of the facilitation practices of a teacher educator who collaborated in a self-study of teacher education practice project with colleagues in Norway, and an international critical friend. Our research question was: ‘How does the metaphor of orchestration offer an understanding and elaboration of the complex and dynamic processes of facilitating teacher educator professional development through self-study of teacher education practices?’ Data generation involved three layers composed of reflective diaries written troughout and at the end of the data generation, and audio records of pair and group meetings. The metaphor of orchestration provided insight into the ways the facilitator initiated and tried to steer dynamic and uncontrollable teaching and research practices while providing some concrete examples of how metaphors might be manifested in the practices of facilitators of professional development.

• Hordvik, Mats Melvold; Fletcher, Tim; Haugen, Anders L. Hage; Møller, Lasse & Engebretsen, Berit (2021). Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 101:103318, s. 1–11. doi: 10.1016/j.tate.2021.103318. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to reveal different and ongoing understandings of becoming teacher educators.

• Bentzen, Marte; Hordvik, Mats; Stenersen, Magne Hem & Solstad, Bård Erlend (2021). A longitudinal transitional perspective on why adolescents choose to quit organized sport in Norway. Psychology of Sport And Exercise. ISSN 1469-0292. 56, s. 1–8. doi: 10.1016/j.psychsport.2021.102015. Fulltekst i vitenarkiv Vis sammendrag

  The present study used a prospective cohort design to explore the reasons why young athletes decided to quit playing handball. The theoretical underpinnings were drawn from the fields of career transition, motivation, and meaningful experiences in organized youth sport. Thirty-four athletes were included in a larger research project exploring the complex interplay of psychosocial factors during the transition period from lower-to upper-secondary school in Norway. In this study, the data collection involved three sources: individual interviews with the 10 athletes who decided to leave their teams during the study period (five girls and five boys), and individual open-ended questionnaires for these 10 participants collected five times over two seasons, aligned with their participation in focus group interviews. The data analysis involved a three-step process of inductive content analysis of the total corpus of the data. A core finding indicates that all adolescents had gone through a decision-making process over time to determine whether they should continue or quit. It was a process of accumulating reasons that resulted in the final decision. However, the results reveal a broad variation within individual perception and interpretation of what each adolescent experienced as meaningful. Of equal importance, the adolescents not only took their experiences in sport into account when considering quitting organized youth sport, but these were considered in light of their evaluation of meaningfulness in other areas of life. Overall, findings indicate that “dropping out of organized youth sport” should not be regarded as unambiguously negative.

• Hordvik, Mats Melvold; Haugen, Anders L. Hage; Engebretsen, Berit; Møller, Lasse & Fletcher, Tim (2020). A collaborative approach to teaching about teaching using models-based practice: developing coherence in one PETE module. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2020.1812558. Fulltekst i vitenarkiv Vis sammendrag

  Background: The current interest in models-based practice (MBP) as an innovation and framework has necessitated deeper understanding of both what MBP is and how teacher educators teach pre-service teachers about innovative approaches such as MBP. Despite several studies of individual teacher educators enacting MBP, there are few examples of how several teacher educators might go about implementing MBP in physical education teacher education (PETE) programmes. Purpose: The purpose of this study was to develop an understanding of how a collaborative approach to teaching pre-service teachers MBP can support coherence in PETE modules. The study was guided by the question: How do teacher educators teaching in one PETE module negotiate their experience of teaching about teaching as they implement MBP? Method: This collaborative self-study of teacher education practices was conducted in a Norwegian PETE department and involved five teacher educators. The particular setting for the study was one module (what might be described elsewhere as a course or unit of study) that Lasse, Berit, Anders, and Mats were to teach to first year pre-service teachers in one PETE programme (13 females and 37 males). In addition to teaching the module, the four teacher educators acted as critical friends to one another, while Tim (who was based in Canada) offered a second layer of critical friendship to group members both individually and collectively. Data generation included two primary sources: audio records of our meetings in different configurations (21 meetings and approximately 35 hours audio) and our reflective diaries (total of 10 entries and 20 pages). Data analysis involved a five-step dialogic process of ‘thinking with' Loughran’s (2006. Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About Teaching. London: Routledge) concept of developing a pedagogy of teacher education (Jackson, A. Y., and L. A. Mazzei. 2012. Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives. London: Routledge). Results: This study provides insights into the affordances of taking a collaborative approach to teaching about teaching MBP and how such a collaborative approach facilitated implementation individually and collectively. Furthermore, the study highlights the ways the several collaborative processes and structures produced the development of a shared language and vision for teaching about teaching MBP. This shared vision led to coherence in how we talked and taught about MBP with each other and with pre-service teachers. These visions helped make our individual and collective practices and their articulation coherent to ourselves and to one another, and also to the pre-service teachers whom we taught. Conclusion: Our understanding is that the development of coherent PETE programmes and the modules within those programmes requires at least: (i) a professional group of teacher educators who are willing to share their understanding, challenges, and uncertainties with one another and with pre-service teachers, (ii) an inquiry-oriented stance towards researching group and departmental beliefs and practices, and (iii) a desire to better understand and share the development of new understandings with colleagues at departmental, national, and/or international levels.

• Hordvik, Mats Melvold; MacPhail, Ann & Ronglan, Lars Tore (2020). Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 88. doi: 10.1016/j.tate.2019.102969. Fulltekst i vitenarkiv Vis sammendrag

  This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how a conflux of interactive elements co-produce a teacher educator’s practice. This encourages us to introduce the metaphor of “orchestration” as a way of conceptualizing teacher educator practice and pedagogy.

• Hordvik, Mats; MacPhail, Ann & Ronglan, Lars Tore (2019). Learning to teach sport education: investigating a pre-service teacher’s knowledge development. Sport, Education and Society. ISSN 1357-3322. 24(1), s. 51–65. doi: 10.1080/13573322.2017.1322948. Fulltekst i vitenarkiv Vis sammendrag

  The pre-service teacher (PST) learning process has been claimed to include multiple and complex forms of learning because various areas of knowledge growth occur at the same time. In the Sport Education (SE) literature, there has been a noticeable dearth of research regarding how PSTs learn, interpret and deliver the model. While several studies report PSTs having experienced SE prior to the formal study being carried out, to our knowledge, only one study has followed PSTs through a series of learning experiences. In this study, we used the three-level model of learning as a framework to investigate a PST’s continuing process of learning to teach SE as part of a PETE program and while teaching during the school placement component of the PETE program. The study was guided by the question, ‘How does a PST’s knowledge of teaching and learning SE develop?’ This study reports on one physical education PST learning to teach SE. The learning experience was composed of four PETE courses (two content courses and two school placements) divided into five phases. Data collection employed five semi-structured interviews, coursework and a focus group. Data were analyzed using a hybrid approach of inductive and deductive theme development. Results revealed that the PST progressively developed conscious awareness and understanding about teaching and learning SE. The comprehensive learning experience made the PST develop understanding of teaching and learning SE that reflected knowledge on an abstract level. Studying the relationships between SE concepts, while connecting them with knowledge from various PETE courses, the theoretical foundation of SE became accessible. We encourage physical education teacher educators to allow for a continuing growth of understanding where PSTs develop knowledge through various SE learning and teaching experiences tailored around their needs and concerns.

• Hordvik, Mats Melvold; MacPhail, Ann & Ronglan, Lars Tore (2019). Negotiating the complexity of teaching: a rhizomatic consideration of pre-service teachers’ school placement experiences. Physical Education and Sport Pedagogy. ISSN 1740-8989. 24(5), s. 447–462. doi: 10.1080/17408989.2019.1623189. Fulltekst i vitenarkiv Vis sammendrag

  Background and purpose: Acknowledging that it is critical that researchers design and implement studies that examine teaching as a complex phenomenon (Strom and Martin [2017]. Becoming-teacher: A Rhizomatic Look at First-year Teaching. Rotterdam: Sense Publishers), the objective of this study was to examine pre-service teachers’ (PSTs’) experience of teaching a specific content (i.e. Sport Education) in various school contexts (i.e. diverse PSTs, contexts, students, and the SE model). Using the rhizomatic (Deleuze and Guattari [1987]. A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis: University of Minnesota Press) concept of assemblage, this study was guided by the question, ‘How do PSTs negotiate their Sport Education physical education teacher education learning experience during school placement?’ Research setting and participants: Grounded in post-qualitative methodology, this study involved twenty-one PSTs undertaking their school placement as part of a three-year physical education teacher education (PETE) programme in Norway. School placement was composed of two three-week periods in upper secondary school in which the PSTs taught SE to the same class each week. The PSTs participated in a university SE-PETE unit prior to school placement. Data collection and analysis: Three focus group interviews were conducted with three PST groups: (i) end of the SE-PETE unit and prior to school placement; (ii) between school placement blocks; and, (iii) end of school placement. Also, PST coursework was collected on completion of the PETE unit (completed in groups) and on completion of school placement (individual coursework). The nonlinear analysis process included data walking, rhizomatic mapping, situational analysis, and memo writing. Findings and discussion: This study highlighted how particular characteristics of various human and non-human elements (that is, the PSTs themselves, their contexts, their students, the features of SE) influenced and shaped PSTs’ teaching and learning. Recognizing that it is not possible to be true to the myriad of elements influencing each PST, we provide a detailed consideration of two selected PSTs and show how interactions between human and non-human elements created two different teaching practices and learning experiences. We discuss the concept of assemblage in relation to the findings and introduce the notion of ‘translating’. In ‘translating’, as highlighted by the PSTs in this study, PSTs make sense of their PETE learning within a specific setting and a set of circumstances. Conclusion: We contend that non-linear conceptual and methodologic frameworks, such as those featured in this study, can assist the PETE community to push beyond linear and simple ways of studying practice and instead encourage more complex conceptualizations of teaching and learning. Hence, we advocate for an ontological turn (Lather and St. Pierre [2013]. “Post-qualitative Research.” International Journal of Qualitative Studies in Education 26 (6): 629–633) in PETE research that focuses on the processes of teaching and learning rather than the outcomes alone.

• 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), s. 385–400. doi: 10.1080/00336297.2017.1415151. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Hordvik, Mats Melvold; MacPhail, Ann; Tannehill, Deborah & Ronglan, Lars Tore (2018). Decentering the "self" in self-study of professional practices : a working research assemblage. I Strom, Kathryn; Mills, Tammy & Ovens, Alan (Red.), Decentering the Researcher in Intimate Scholarship : Critical Posthuman Methodological Perspectives in Education. Emerald Group Publishing Limited. ISSN 9781787546363. s. 59–73. doi: 10.1108/s1479-368720180000031006. Fulltekst i vitenarkiv
• Hordvik, Mats; MacPhail, Ann & Ronglan, Lars Tore (2017). Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers. Journal of teaching in physical education. ISSN 0273-5024. 36(2), s. 232–243. doi: 10.1123/jtpe.2016-0166. Fulltekst i vitenarkiv Vis sammendrag

  Purpose: In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education? Method: One PETE faculty member (the first author) and twelve PSTs took part in a university Sport Education unit. Data were collected through the PETE faculty member’s open-ended reflective diary and focus groups with three PST teams. Results: The PETE faculty member and PSTs experienced various challenges such as bridging theory and practice when learning about teaching Sport Education and articulating the “what”, “how” and “why” when teaching about teaching Sport Education. Conclusion: Sport Education is a complex curriculum and instructional model, encouraging further interrogation of the theoretical implications of the model.

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• Hordvik, Mats & Eide, Lars Harald (2026). Ja, Kari Nessa Nordtun, vi trenger mer kroppsøving - men hva betyr egentlig det? doi: https:/www.forskersonen.no/barn-og-ungdom-debattinnlegg-helse/ja-kari-nessa-nordtun-vi-trenger-mer-kroppsoving-men-hva-betyr-egentlig-det/2606642. Fulltekst i vitenarkiv Vis sammendrag

  DEBATT: Skal kroppsøving få en tydeligere plass i skolen, må vi investere i faget, ikke bare i minuttene, skriver innleggsforfatterne.

• Fon, Karl Petter Nygaard; Hordvik, Mats Melvold; Gjestvang, Christina & Erikstein-Midtbø, Gjermund (2025). Hvordan ser framtidas kroppsøving ut? | NIH-podden. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan ser egentlig gymtimene ut på norske skoler rundt om i landet i dag? Og hva kan og bør skjer med kroppsøvingsfaget i åra som kommer? Hvordan blir faget om man bruker opp mot 20 timer på et tema eller en modell som for eksempel meningsfull idrett? Eller en pedagogisk tilnærming der elevene får ulike roller som trener, kaptein eller journalist. Modellbasert praksis kan være med å endre faget, tror forskere på NIH.  I denne episoden møter du førsteamanuensis Mats Hordvik som har forska på denne modellen.  Du møter også Karl Petter Fon, som er lærer ved Stokke ungdomsskole i Sandefjord og har testa ut modellbasert i praksis med stor suksess i sin undervisning. Han fulgte en ungdomsskoleklasse over tre år og testa dette ut i praksis.  Her er det mye inspirasjon og tips å hente om du er lærer i kroppsøving eller bare er interessert i fysisk aktivitet med barn og unge.  Programleder er Christina Gjestvang og Gjermund Erikstein-Midtbø.  Redigerer: Eskil Byrkjeland.     

• Fletcher, Tim; Chróinínb, Déirdre NI & Hordvik, Mats Melvold (2023). Practitioner-driven research methods. I Richards, Kevin Andrew; Hemphill, Michael A. & Wright, Paul M. (Red.), Qualitative Research and Evaluation in Physical Education and Sport Pedagogy. Jones and Bartlett Publishers. ISSN 9781284262391. Fulltekst i vitenarkiv
• Østerlie, Ove & Hordvik, Mats Melvold (2022). [Podcast, krø.no] “PhysEd-Academy” vil revolusjonere kroppsøvingsfaget! [Internet]. www.krø.no. Fulltekst i vitenarkiv
• Østerlie, Ove & Hordvik, Mats Melvold (2021). Exploring Physical Education in Norway: Part of the 2021 Series. PE Scholar. Fulltekst i vitenarkiv
• Hordvik, Mats Melvold & Aggerholm, Kenneth (2021). A Bildung Theoretical Underpinning of Models-based Practice in Physical Education. Fulltekst i vitenarkiv
• Aggerholm, Kenneth; Standal, Øyvind Førland & Hordvik, Mats (2017). Vi må tale om konkurranse i kroppsøving. Fulltekst i vitenarkiv
• By, Inger - Åshild; Holthe, Asle; Lie, Catrine; Sandven, Jostein; Vestad, Ingeborg Lunde & Hordvik, Mats Melvold (2019). Følgenotat om forslag til ny forskrift om rammeplan for 5-årige faglærerutdanninger i praktiske og estetiske fag / Lærerutdanning i praktiske og estetiske fag for trinn 1-13, med rammeplanutvalgets vurderinger. Oversendt Kunnskapsdepartementet 14. januar 2019. Kunnskapsdepartementet. Fulltekst i vitenarkiv
• By, Inger - Åshild; Holthe, Asle; Lie, Catrine; Sandven, Jostein; Vestad, Ingeborg Lunde & Hordvik, Mats Melvold (2019). Forslag til forskrift om rammeplan for femårige lærerutdanninger i praktiske og estetiske fag for trinn 1–13. Oversendt Kunnskapsdepartementet 14. januar 2019. Kunnskapsdepartementet. Fulltekst i vitenarkiv
• Hordvik, Mats (2018). Developing as a teacher educator: Using self-study of teacher education practices as a pedagogy for professional development: A rhizomatic consideration. Norges idrettshøgskole. ISSN 9788250205512. Fulltekst i vitenarkiv Vis sammendrag

  Paper IV: Hordvik, M., MacPhail, A., & Ronglan, L. T. (Under review, submitted January 3, 2018). Encountering the reality of teaching Sport Education: The experiences of pre-service teachers while on school placement. Physical Education and Sport Pedagogy.

• By, Inger - Åshild; Holthe, Asle; Sandven, Jostein; Vestad, Ingeborg Lunde & Hordvik, Mats Melvold (2018). Master i faglærerutdanning i praktiske og estetiske fag. Utredning av kompetansebehov av å innføre master i faglærerutdanning i praktiske og estetiske fag, og anbefaling til departementet om hvorvidt det bør innføres en master i faglærerutdanning. Kunnskapsdepartementet. Fulltekst i vitenarkiv

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