Learning Movements: New Perspectives of Movement Education

267 Pages·2020·3.229 MB·English

by  Håkan Larsson

Learning Movements
Contemporary ways of understanding human movements, specifically movement
learning, are heavily dominated by individualistic, dualistic and mechanistic
perspectives. These perspectives are individualistic in the sense that in
research as well as in educational practice movements/movers are typically
decontextualised; they are dualistic in the sense that the body is taken to be
‘inhabited’, even ‘governed’, by a rational mind which is not itself a part of that
body; and they are mechanistic in the sense that movements and movement
learning can be ‘calculated’.
This approach has supported the dominance of a westernised and
predominantly white, masculinised and heteronormative view of able bodies,
embodiment and movements. Hence, it has contributed to marginalise not
only other approaches and perspectives but also certain individuals and groups
of individuals.
New research of movement learning has evolved, which include holistic as
well as pluralistic, and dynamic/organic perspectives of human movements and
moving humans. Examples of such research can be found in disciplines such
as physical education and pedagogy, ethnography, philosophy and sociology.
Learning Movements: New Perspectives of Movement Education provides the societal
and epistemological background for these new approaches and will be essential
in disseminating this knowledge to movement educators, academics and
researchers, as well as professionals within education, sports, health and fitness,
dance, outdoor activities and so on, and it will spearhead new and inclusive
practices within these settings.
Håkan Larsson is a professor of sports sciences, specialising in education at
the Swedish School of Sport and Health Sciences, Sweden.
Routledge Studies in Physical Education and Youth
Sport
Series Editor: David Kirk
University of Strathclyde, UK
The Routledge Studies in Physical Education and Youth Sport series is a forum for
the discussion of the latest and most important ideas and issues in physical
education, sport, and active leisure for young people across school, club and
recreational settings. The series presents the work of the best well-established
and emerging scholars from around the world, offering a truly international
perspective on policy and practice. It aims to enhance our understanding of
key challenges, to inform academic debate, and to have a high impact on both
policy and practice, and is thus an essential resource for all serious students of
physical education and youth sport.
Also available in this series
Physical Literacy across the World
Margaret Whitehead
Precarity, Critical Pedagogy and Physical Education
David Kirk
S chool Physical Education and Teacher Education
C ollaborative Redesign for the 21st Century
E dited by Ann MacPhail and Hal A. Lawson
M odels-based Practice in Physical Education
A shley Casey and David Kirk
B efore and After School Physical Activity Programs
Frameworks, Critical Issues and Underserved Populations
Edited by RistoMarttinen, Erin E. Centeio and Thomas Quarmby
Learning Movements
New Perspectives of Movement Education
Edited by Håkan Larsson
For more information about this series, please visit: www.routledge.com/
Routledge-Studies-in-Physical-Education-and-Youth-Sport/book-series/
RSPEYS
Learning Movements
New Perspectives of Movement Education
Edited by Håkan Larsson
First published 2021
by Routledge
52 Vanderbilt Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2021 Taylor & Francis
The right of Håkan Larsson to be identified as the author of the editorial
material, and of the authors for their individual chapters, has been asserted
in accordance with sections 77 and 78 of the Copyright, Designs and
Patents Act 1988 .
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers .
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe .
Library of Congress Cataloging-in-Publication Data
Names: Larsson, Håkan, 1967– editor.
Title: Learning movements : new perspectives of movement education /
edited by Håkan Larsson.
Description: New York, NY : Routledge, 2021. | Includes bibliographical
references and index.
Identifiers: LCCN 2020040321 (print) | LCCN 2020040322 (ebook) |
ISBN 9780367356811 (hardback) | ISBN 9780367696627 (paperback) |
ISBN 9781003142775 (ebook)
Subjects: LCSH: Movement education.
Classification: LCC GV452 .L43 2021 (print) | LCC GV452 (ebook) |
DDC 370.15/5—dc23
LC record available at https://lccn.loc.gov/2020040321
LC ebook record available at https://lccn.loc.gov/2020040322
ISBN: 978-0-367-35681-1 (hbk)
ISBN: 978-1-003-14277-5 (ebk)
Typeset in Baskerville
by Apex CoVantage , LLC
In loving memory of my father, Nils-Eric, who
turned out to be a true researcher

Contents
List of Figures ix
List of Tables xi
About the Contributors xii
Preface xvii
Acknowledgements xxiii
1 Introduction to New Perspectives of Movement
Learning 1
HÅKAN LARSSON
2 Metaphors of Movement Learning 17
DEAN BARKER, GUNN NYBERG AND HELÉNE BERGENTOFT
3 Movement Learning in Educational Contexts 31
HÅKAN LARSSON
4 Beyond Molecularization: Constructivist, Situated
and Activity Theory Approaches to Movement Learning 46
DAVID KIRK AND ELISE HOUSSIN
5 A Phenomenological Perspective of Movement
Learning 61
ØYVIND FØRLAND STANDAL
6 A Phenomenographic Perspective of Movement
Learning 75
GUNN NYBERG
7 Foucault’s Poststructuralist Approaches to
Understanding Movement Learning 90
PIRKKO MARKULA
viii Contents
8 A Transactional Understanding of Movement
Learning 103
JOACIM ANDERSSON AND MIKAEL QUENNERSTEDT
9 Practising Movement 118
KENNETH AGGERHOLM
10 Symbolic Interactionism and Movement Learning 133
DEAN BARKER
11 Teaching and Learning Running Differently: A
Phenomenographic Approach to Movement
Education 150
GUNN NYBERG
12 Movement Learning and Pupils’ Artistic Expression:
Analysing Situated Artistic Relations in Physical
Education 165
JOACIM ANDERSSON AND JONAS RISBERG
13 An Emotional Journey: The Significance of Aesthetic
Experience for Motor Learning 186
NINITHA MAIVORSDOTTER
14 Tangible Tricks and Transitions in Skateboarding 198
ÅSA BÄCKSTRÖM
15 The Ecstatic Pump and the Logic of Pain: Learning
Processes and Embodiment in Fitness Culture 211
JESPER ANDREASSON AND KEVIN HOLGER MOGENSEN
16 Conclusion 223
HÅKAN LARSSON
Index 237
Figures
4.1 The activity system 55
5.1 Figure-ground perception, face and vase 67
6.1 Description of ‘house hopping’ 82
6.2 House hop as a counterclockwise rotation
on the ground 84
6.3 House hop as high jump in a tube 85
6.4 House hop as a loose-style motion 86
10.1 Shall I show you? This is how you do 139
1 0.2 Mmm. No, like this [shows her while taking her hands
and moving them into the right grip] 140
10.3 No, I hold like this 140
10.4 Display of celebration 141
10.5 In an intense celebratory display, she jumps up and down,
screams and waves her arms in the air 143
10.6 Ygritte looks at her with a big smile and raises her arm in a
triumphant gesture 143
10.7 Wrong way to lean forward it’s like doing a squat . . . and
sticking out the backside 144
1 0.8 So it’s the whole you that should lean forward 145
12.1 “Do you think we can manage that one?” 172
12.2 “Do you think I could do a jump like this?” 173
12.3 “You jump like an X” 174
12.4 “I’m first, you should be the last one” 174
1 2.5 “I go down on five”, “you go down on eight” 175
12.6 Body, material, tool expression 176
12.7 A stream of different jumps 177
12.8 Synchronised rolls 178
12.9 Body position and similarity to mark the end of the
performance 178
12.10 “One, two, three!” 179
12.11 Swinging an X 179
12.12 Body position and similarity to mark an end 180