This essay focuses on pupils' comprehension about assessment. More specifically, complex movement skills in the curriculum. Two questions were formulated to answer the aim, one of which describes the pupils perceptions of the concept complex movement skills. The other question discusses what the pupils consider crucial to get a good grade in complex movement skills. This was examined during the autumn 2016 with a qualitative method. Six focus groups performed with 24 pupils in the ninth grade, from one secondary school. The interview results were directly related to Bourdieu's concept of capital, habitus, field and doxa together with Engström’s logics, which helped us interpret and try to understand the students’ perceptions. The pupils in our study seem to be of the understanding that the assessment of movements in activities that include a ball are less important compared to dance movements in physical education and health. Which leads to the conclusion that the value of complex movements differs regarding the grade. Initially, the students had a hard time trying to describe the concept of complex movement skills. The pupils gradually improved their description of the concept as the discussions proceeded. The description in dance originated from their teacher’s explanation and the understanding in the ball games came from their background in ball sports.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-60598 |
| Date | January 2017 |
| Creators | Nordström, Johan, Erlingsson, Rickard |
| Publisher | Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), Linnéuniversitetet, Institutionen för idrottsvetenskap (ID) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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