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Ferry, B. Magnus
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Publications (10 of 43) Show all publications
Ferry, M. & Åström, P. (2019). Development of pre-service teachers’ practical knowledge (DMs) during PETE. In: Book of Abstracts AIESEP International Conference. Building Bridges for Physical Activity and Sport.: . Paper presented at AIESEP International Congress 2019, Adelphi University, Garden City, New York, USA, June 19-22, 2019 (pp. 333-333). New York: Adelphi University, Garden City,
Open this publication in new window or tab >>Development of pre-service teachers’ practical knowledge (DMs) during PETE
2019 (English)In: Book of Abstracts AIESEP International Conference. Building Bridges for Physical Activity and Sport., New York: Adelphi University, Garden City, , 2019, p. 333-333Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

During the professional socialization phase, i.e during PETE, pre-service teachers’ develop their knowledge and beliefs about teaching and learning in physical education. This development is person specific, and influenced by, among other things individuals experience and background, and the content treated during teacher education. One specific part of this knowledge, which is seen as central for teachers, is the practical knowledge. A form of knowledge which Elbaz (1983) described as the “the complex sets of understanding which teachers actively use to shape and direct their teaching”, and the term is used to describe how teachers integrate knowledge from different sources into conceptual frameworks that guide their actions in practice (Siedentop & Tannehill, 2000). The objective of this exploratory study was to analyze the development of pre-service teachers’ practical knowledge, in this study expressed as didactical milestones (DM), during the professional socialization phase. The study draws on 39 pre-service teachers’ written assignment during their first and third semester of physical education and health (PEH) method courses during PETE. The task of the assignment was to describe 10 individual DMs that will guide their future teaching in PEH. The analysis of the DMs was both qualitative with content analysis, and quantitative for comparisons of frequencies. The result shows that there is a significant difference in the distribution of DMs between the two occasions (p<.05). During the first semester, a large part of the students DMs was pedagogical and focused on instructional strategies (HOW). During the third semester, there was a more even distribution between the different categories of instructions (HOW), the teacher role (WHO) and the students (WHOM). Given the important role the development of teacher knowledge has in PETE, this result indicates that the method courses has an influence on pre-service teachers’ development of practical knowledge.

Place, publisher, year, edition, pages
New York: Adelphi University, Garden City,, 2019
Keywords
Practical knowledge, Professional socialization, PST
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-161077 (URN)
Conference
AIESEP International Congress 2019, Adelphi University, Garden City, New York, USA, June 19-22, 2019
Available from: 2019-06-27 Created: 2019-06-27 Last updated: 2019-07-02
Ferry, M. & Fahlén, J. (2019). Differences in physical activity among Swedish women and men: It depends on how and what is measured. In: Book of Abstracts EASS 2019. Sport and the Environment – Policies, Values and Sustainability: . Paper presented at 16th European Association for Sociology of Sport Conference, Bø, Norway, June 3-6, 2019 (pp. 87-87). Bø
Open this publication in new window or tab >>Differences in physical activity among Swedish women and men: It depends on how and what is measured
2019 (English)In: Book of Abstracts EASS 2019. Sport and the Environment – Policies, Values and Sustainability, Bø, 2019, p. 87-87Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

During the past decades, participation in sport and physical activity in Sweden has increased gradually among both women and men. In this presentation, we will focus on the differences in physical activity patterns between women and men. Building on the most recent available data, the results show different participation patterns, depending on how participation is measured – through participation in a sport club setting or through physical activities in general. In terms of participation in sport clubs, a larger proportion of men compared to women participate, with the largest differences among adolescents. Men also participate in a wider selection of sports, more times each week and continue their participation to a higher age. When instead analysing participation in physical activities in general, different patterns emerge. A larger proportion of women than men exercise on a regular basis, with exception for those older than 75 years. In some activities women also participate more times each week compared to men. Participation patterns differ also in relation to the choice of settings and venues and participation in physical recreation activities. Finally, when combining the two ways of measuring participation, by analysing participation in an activity that usually takes place outside sport clubs - group training - the result shows that a higher proportion of women participate compared to men. In conclusion, the results show that the way physical activity is measured has an impact on the participation patterns found. This can ultimately impact the decisions governing bodies make and the investments following these decisions.

Place, publisher, year, edition, pages
Bø: , 2019
Keywords
general physical activity, physical activity patterns, sex, sport club setting
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-161059 (URN)
Conference
16th European Association for Sociology of Sport Conference, Bø, Norway, June 3-6, 2019
Available from: 2019-06-27 Created: 2019-06-27 Last updated: 2019-06-28
Ferry, B. M. (2019). Idrottslärarstudenters föreställningar om yrket och ämnet: utveckling under utbildningen. In: : . Paper presented at Föreningen för Svensk beteendevetenskaplig forskning (SVEBI), årskonferens den 21-22 november 2019 i Stockholm. Föreningen för Svensk beteendevetenskaplig forskning (SVEBI)
Open this publication in new window or tab >>Idrottslärarstudenters föreställningar om yrket och ämnet: utveckling under utbildningen
2019 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Introduktion

De föreställningar idrottslärare har om sitt ämne och yrke skapas och förkroppsligas under den socialisationsprocess som påbörjas under uppväxten och fortsätter under lärarutbildningen och yrkeslivet. Tidigare forskning om idrottslärares yrkessocialisation visar att de föreställningar studenter har förkroppsligat vid starten av lärarutbildningen även påverkar hur yrkesverksamma lärare genomför sin undervisning. Vidare visar forskningen ingen enighet om vilken påverkan lärarutbildningen har på idrottslärares föreställningar. Vissa studier indikerar att utbildningen endast har begränsad (om någon) påverkan (ex. Adamakis & Zounhia, 2016) medan andra studier visar att utbildningen framgångsrikt kan utmana studenters föreställningar (ex. Richards et al., 2014).

Syfte och teoretisk ram

Med utgångpunkter i yrkessocialisationsteorin, var syftet med denna studie att undersöka om idrottslärarstudenters fysiska aktivitetsvanor och uppfattningar om ämnet och yrket förändras under lärarutbildningen. Specifikt i fokus för studien var om förändringar skett i studenternas idrotts- och motionsvanor samt deras uppfattningar om en bra idrottslärare och en bra idrottslektion.

Metod

Studien använder webbaserade enkäter besvarade av studenter från ett universitet i norra Sverige. Enkäterna besvarades av 206 studenter i början (2005–2014) och 88 i slutet av utbildningen (2010–2019). Båda enkäterna besvarades av 60 studenter.

Resultat

Resultatet visar att idrottslärarstudenter är en homogen grupp av studenter, med stora erfarenheter av och engagemang i idrott och fysiska aktiviteter vid starten och slutet av utbildningen. Vidare visar resultatet att studenternas föreställningar om en bra idrottslärare inte förändras under utbildningen och att en bra idrottslärare ska vara hänsynsfull och ha god social kompetens, ha hög pedagogisk kompetens samt goda ämneskunskaper. Studenternas föreställningar om en bra idrottslektion förändras däremot under utbildningen då studenterna i starten av utbildningen antyder att en bra lektion bör bestå av fysiska aktiviteter, vara rolig, inspirerande och kreativ samt vara väl planerad. I slutet av utbildningen indikerar studenterna att en bra lektion ska vara väl planerad, bestå av fysiska aktiviteter och utveckla elevernas färdigheter.

Diskussion och slutsatser

Genom sitt engagemang i olika idrotter och fysiska aktiviteter under uppväxten har studenterna förkroppsligat ett habitus med konsekvenser för deras uppfattning om ämnet och det framtida yrket. Genom sitt fortsatta engagemang och genom mötet med likasinnade studiekamrater förstärks dessa initiala föreställningar ytterligare under utbildningen. Att studenternas föreställningar om en bra idrottslärare inte förändras under utbildningen kan förklaras av att dessa föreställningar är starkt rotat i deras habitus och inte utmanas under utbildningen. Förändringen i studenternas föreställningar om en bra idrottslektion kan förstås i förhållande till inslag under utbildningen som erbjudit studenterna möjligheter att tillämpa färdigheter i verkliga situationer samt att de under utbildningen lärt sig viktiga kunskaper och färdigheter som krävs för att undervisa i idrott och hälsa och därmed lärt sig mer om vad det innebär att vara lärare i idrott och hälsa.

Place, publisher, year, edition, pages
Föreningen för Svensk beteendevetenskaplig forskning (SVEBI), 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-165504 (URN)
Conference
Föreningen för Svensk beteendevetenskaplig forskning (SVEBI), årskonferens den 21-22 november 2019 i Stockholm
Available from: 2019-11-25 Created: 2019-11-25 Last updated: 2019-11-27Bibliographically approved
Romar, J.-E. & Ferry, B. M. (2019). The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge. Journal of teaching in physical education
Open this publication in new window or tab >>The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge
2019 (English)In: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study was framed with an explorative approach in which preservice classroom teachers (PCTs) participated in physical education learning activities. The purpose was to investigate the construction of their practical knowledge.

Methods: Data collection was integrated into a methods course and included a written text assignment in which 28 PCTs described significant didactical milestones (practical knowledge) that will guide their future teaching in physical education. The qualitative analysis of the didactical milestones involved identifying the content of and arguments for their milestones and categorizing them based on common themes and categories.

Results: The results showed that the content of the PCTs’ practical knowledge was mainly pedagogical and focused most often on instructional strategies; the reasons were related to students and their learning processes.

Conclusion: By exploring and understanding PCTs’ learning of practical knowledge, teacher educators can help to bridge the gap between theory at university and the practice of teaching.

Place, publisher, year, edition, pages
Human Kinetics, 2019
Keywords
classroom teacher education, higher education, knowledge acquisition, learning experiences
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-165639 (URN)10.1123/jtpe.2019-0088 (DOI)
Available from: 2019-12-02 Created: 2019-12-02 Last updated: 2019-12-03
Åström, P. & Ferry, M. (2019). The influence of teacher education among pre-service teacher's in developing practical knowledge. In: Book of Abstracts AIESEP International Conference. Building Bridges for Physical Activity and Sport: . Paper presented at AIESEP International Conference June 19-22, 2019. Building Bridges for Physical Activity and Sport. Adelphi University, Garden City, New York (pp. 153-153). New York: Adelphi University, Garden City
Open this publication in new window or tab >>The influence of teacher education among pre-service teacher's in developing practical knowledge
2019 (English)In: Book of Abstracts AIESEP International Conference. Building Bridges for Physical Activity and Sport, New York: Adelphi University, Garden City , 2019, p. 153-153Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In order to plan, interact and reflect on teaching, pre-service teachers (PSTs) use practical knowledge and personal beliefs as a framework (Levin & Hee, 2008). Practical knowledge refers to the complex sets of understanding that teachers use to shape and direct their teaching (Elbaz, 1981). In this study, we focus on the practical knowledge PSTs develop about their teaching and learning during their first PEH subject matter course of physical education teacher education (PETE) program. The practical knowledge they construct, the sources this derives from, and if there are differences between men and women, are areas that will be illuminated in this study. Data consists of interviews with 71 first-years PSTs from three cohorts building on earlier written assignments in which PSTs, were supposed to describe ten significant didactical milestones (DMs, practical knowledge) that would guide their future teaching. In the interviews, the PSTs were asked to specify the sources of their DM´s. The analysis of the interviews was both qualitative with content analysis, and quantitative for comparisons of frequencies regarding their sources. The results show that the sources of their DMs can be categorised into four different areas that influence their practical knowledge; general education studies, specific PE courses, earlier teaching-/coaching experiences, personal athlete-/student experiences. The main influence among the students in this study are related to content given through general education studies and the specific PE subject matter course. There is some significant differences between women and men’s sources. Women in a higher degree specify sources from the PE subject matter course and men in a higher degree specify sources from their earlier personal experiences. These results shows that practical knowledge is a highly socially constructed process and considerations regarding PSTs earlier experiences need to be discussed and challenged during PETE.

Place, publisher, year, edition, pages
New York: Adelphi University, Garden City, 2019
Keywords
Practical knowledge, PST, Sources, teacher education, physical education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-161323 (URN)
Conference
AIESEP International Conference June 19-22, 2019. Building Bridges for Physical Activity and Sport. Adelphi University, Garden City, New York
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-07-03Bibliographically approved
Söderström, T., Fahlén, J., Ferry, M. & Yu, J. (2018). Athletic ability in childhood and adolescence as a predictor of participation in non-elite sports in young adulthood. Sport in Society: Cultures, Media, Politics, Commerce, 21(11), 1686-1703
Open this publication in new window or tab >>Athletic ability in childhood and adolescence as a predictor of participation in non-elite sports in young adulthood
2018 (English)In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 21, no 11, p. 1686-1703Article in journal (Refereed) Published
Abstract [en]

In this article, we contribute to the discussion on factors affecting adult participation in organized sport. To this end, we examine whether explanations regarding sport expertise can also add to the understanding of non-elite-level sport participation in young adulthood. Results from questionnaires (n = 572) revealed that date of birth and early sport debut positively correlated to strong sport performance during childhood, which, in turn, were correlated to strong sport performance and being selected for talent groups during adolescence. Finally, strong sport performance during adolescence was positively correlated to sports club membership as young adults. As relative age effects seem to remain throughout childhood and adolescence, we conclude that the underlying variable that affects the selection process and sport participation in young adulthood is date of birth. The results indicate that being active in sport as young adults is contingent on sport-specific variables previously not investigated in research on sport participation.

Place, publisher, year, edition, pages
Routledge, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-142708 (URN)10.1080/17430437.2017.1409726 (DOI)000449820100003 ()
Available from: 2017-12-08 Created: 2017-12-08 Last updated: 2019-01-08Bibliographically approved
Ferry, M. (2018). Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016. Physical Education and Sport Pedagogy, 23(4), 358-370
Open this publication in new window or tab >>Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016
2018 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, no 4, p. 358-370Article in journal (Refereed) Published
Abstract [en]

Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers’ experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu’s concept of habitus.

Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016.

Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs’ experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students’ PE subject studies.

Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils’ character and promote healthy behaviours. The PSTs’ background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change.

Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
acculturation, habitus, PETE, Sweden
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-145482 (URN)10.1080/17408989.2018.1441392 (DOI)000430866600002 ()
Available from: 2018-03-06 Created: 2018-03-06 Last updated: 2018-06-09Bibliographically approved
Romar, J.-E., Åström, P. & Ferry, M. (2018). Practical knowledge of preservice physical education teachers: Content and influence of acculturation. Journal of Physical Education and Sport, 18(1), 114-126
Open this publication in new window or tab >>Practical knowledge of preservice physical education teachers: Content and influence of acculturation
2018 (English)In: Journal of Physical Education and Sport, ISSN 2247-8051, E-ISSN 2247-806X, Vol. 18, no 1, p. 114-126Article in journal (Refereed) Published
Abstract [en]

The objective of this exploratory study was to identify the content of preservice teachers’ practicalknowledge and the influence of their acculturation experiences on their practical knowledge. Informed byteacher occupational socialisation theory, a mixed method design was used to examine 26 first-year preservicephysical education and health (PEH) teachers’ practical knowledge construction during their first PEH course.Data collection included a written assignment in which the preservice teachers, based on their learningexperiences during the PEH course, were asked to describe 10 significant didactical milestones (DMs) (practicalknowledge) that would guide their future teaching in PEH. The early stage of teacher socialisation, theiracculturation phase, was examined and analysed by using a questionnaire gathering information about theirbackground and previous experiences. Results showed that the content of these preservice PEH teachers’practical knowledge was mainly pedagogical and focused most often on instructional strategies. The preserviceteachers showed a relative lack of focus on knowledge concerning curriculum aims and contextual issues relatedto school and society. Furthermore, the results showed significant individual differences in the content of theirpractical knowledge. Consequently, we must acknowledge that acculturation and professional socialisation ofindividual preservice teachers will not be similar and that there is fundamentally multifaceted interactionbetween the structure of teacher education, different stages, and content. Teacher educators need to consider thecomplexity between individual learning experiences and the importance of how the content is organised in adifferentiated approach.

Place, publisher, year, edition, pages
University of Pitesti, Romania, 2018
Keywords
practical knowledge, occupational socialisation, teacher education, physical education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-146336 (URN)10.7752/jpes.2018.01015 (DOI)
Available from: 2018-04-05 Created: 2018-04-05 Last updated: 2018-06-09Bibliographically approved
Ferry, M. & Lund, S. (2018). Pupils in upper secondary school sports: choices based on what?. Sport, Education and Society, 23(3), 270-282
Open this publication in new window or tab >>Pupils in upper secondary school sports: choices based on what?
2018 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 23, no 3, p. 270-282Article in journal (Refereed) Published
Abstract [en]

In the fields of both education and sport, the possession of capital and habitus influences an individual's lifestyles and choices, which in turn affects the social selection within these fields. In this article, we will study the Swedish system of school sports as an overlap between the fields of education and sport, and thus viewed as a double dominated field. From a cultural sociological perspective, the purpose of this article is to analyse and explain how the organisational conditions and pupils' social characteristics interact with upper secondary pupils' choices of different school sports programmes in Sweden. Based on registry data on secondary school sports pupils, the results show that the supply of school sports requires specific forms of social dispositions that have an impact on which categories of pupils choose to participate. Among the students participating in school sports, there is a higher proportion of pupils who: are of Swedish origin (p < 0.05), are boys (p < 0.05), attend academic study programmes (p < 0.05), and have parents with high educational capital (p  < 0.05). Furthermore, based on 677 pupils' questionnaire responses, collected through two studies on school sports in Sweden, the results show that the choice between different types of school sports programmes is related to the intersection between pupils' sex and possession of educational and sporting capital. One important conclusion is that the overlap between the fields of education and sports exacerbates gender and class biases, and that the supply of school sports in Sweden appeals to a narrow or rather specific taste for sport and education, particularly favouring boys with highly educated parents and an interest in team sports.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Educational capital, ethnicity, sex, sporting capital, sports habitus
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-119964 (URN)10.1080/13573322.2016.1179181 (DOI)000423777800006 ()
Available from: 2016-05-03 Created: 2016-05-03 Last updated: 2018-06-07Bibliographically approved
Fahlén, J. & Ferry, M. (2018). Resursfördelning och jämställdhet. In: Christine Dartsch, Johan R Norberg & Johan Faskunger (Ed.), Resurser, representation och "riktig" idrott: om jämställdhet inom idrotten (pp. 96-119). Stockholm: Centrum för idrottsforskning
Open this publication in new window or tab >>Resursfördelning och jämställdhet
2018 (Swedish)In: Resurser, representation och "riktig" idrott: om jämställdhet inom idrotten / [ed] Christine Dartsch, Johan R Norberg & Johan Faskunger, Stockholm: Centrum för idrottsforskning , 2018, p. 96-119Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Centrum för idrottsforskning, 2018
Series
Centrum för idrottsforskning ; 2018:2
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-147602 (URN)978-91-984050-2-6 (ISBN)
Available from: 2018-05-09 Created: 2018-05-09 Last updated: 2018-06-09Bibliographically approved
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