Jon Anders Græsli

• Græsli, Jon Anders & Lien, Gudbrand (2024). How can children best learn map skills? A step-by-step approach. European Early Childhood Education Research Journal. ISSN 1350-293X. p. 1–16. doi: 10.1080/1350293X.2024.2322528. Full text in Research Archive Show summary

  This study contributes to our understanding of children's development of map-reading skills through a systematic ‘step-by-step approach’. Utilising an ecological research design, we investigated how children perceive and utilise maps in a large-scale outdoor environment. A total of 156 children, aged 5–11 (both boys and girls), participated in the study, tasked with locating ten controls in the terrain using five different types of maps. The study measured accuracy in wayfinding (the number of correctly identified controls) and efficiency in wayfinding (the time spent on the task). The results revealed that children exhibited better mastery of perspective maps compared to symbolic maps, with older children demonstrating significantly greater proficiency with symbolic maps than younger children. Notably, there were no significant differences in performance between boys and girls.

• Sigurjonsson, Thorsteinn Josef; Bjerva, Trine & Græsli, Jon Anders (2020). Gender differences in children's wayfinding. International Journal of Cartography (IJC). ISSN 2372-9333. 6(3), p. 284–301. doi: 10.1080/23729333.2020.1757214. Full text in Research Archive Show summary

  Gender differences in spatial ability are widely acknowledged, but research to date is equivocal on gender differences in wayfinding ability of children. Indeed, the precise nature of the relationship between gender and wayfinding needs further exploration, especially within real-world outdoor environments. There is a need for more research on this topic, not least to better understand the implications of gender differences in wayfinding for facilitation of our educational programs. This article focuses on this issue by seeking to explore children's map understanding and map use in relation to gender in a large-scale outdoor environment. Ninety-seven children, 3–13 years old, were presented with a pictorial map with 7 controls which they had to locate in any order. Measure of accuracy in wayfinding (number of correctly identified controls) indicate small gender differences. However, measure of efficiency in wayfinding (time spent on the task) indicate that boys outperform girls.

• Bjerva, Trine; Græsli, Jon Anders & Sigurjónsson, Thorsteinn (2011). Barns kommunikasjon med ulike typer kart : en progressiv tilnærming til kartlesing. Acta Didactica Norge. 5(1), p. 18–18. doi: 10.5617/adno.1066. Full text in Research Archive Show summary

  Utgangspunktet for denne studien er en erkjennelse av hvor vanskelig det kan være for barn å samhandle med det symbolske kartet. Hovedmålet for prosjektet var å utvikle sikrere viten om hvordan barn kommuniserer med ulike typer kart. Det er utarbeidet en modell (Bjerva, Græsli, & Sigurjónsson, 2010) som viser hvordan vi kan utvikle ferdigheten kartlesing hos barn. Vi har undersøkt 106 barn i alderen 3 til 12 år om hvordan de mestrer direkte representasjoner (detaljfoto) og perspektiv representasjoner (håndtegnet skråkart). Forskningsdesignet har en økologisk tilnærming hvor datainnsamlingen har foregått i terrenget. Resultatene indikerer at selv små barn mestrer antatt kompliserte oppgaver når de blir presentert for enkle hjelpemidler.

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• Græsli, Jon Anders & Tandberg, Cato (2026). Doing practical science activities as a tool for developing cognitive and language skills. Full text in Research Archive
• Løfblad, Åse Wedø; Buseth, Jill Tove; Mølstad, Christina Niemi; Vestby, Stian; Kjørven, Ole Kolbjørn & Markeng, Synnøve [Show all 38 contributors for this article] (2025). Støtte til lærerne fra lærerutdannere ved Universitetet i Innlandet. doi: https:/www.h-a.no/stotte-til-larerne-fra-larerutdannere-ved-universitetet-i-innlandet/o/5-139-1873013?fbclid=IwY2xjawQ557pleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEeTSA5OfTw61ApyWbm7JXXcExAT-H4uI9U7ndr8v2lF02OUZ0xBQLC61mOAGg_aem_B1VQaG05Q8KC3_Qx3F8fVw. Full text in Research Archive
• Lunde, Lisa Kristina; Græsli, Jon Anders; Seehuus, Siri-Christine & Tandberg, Cato (2025). Problem-solving. Full text in Research Archive Show summary

  The study examines problem-solving skills in early childhood education, highlighting how kindergarten teachers can nurture creativity and divergent thinking. The research emphasizes early childhood development, the role of play in learning, and the importance of problem-solving skills (Salmon 2016; Salmon and Barrera 2021; Stavholm et al., 2022; Immordino-Yang et al., 2019; Yogman et a.,l 2018; Lunde and Brodal 2022; Sirois et al. 2008; Christie 2022). The study explores creative problem-solving, divergent thinking, and the balance of play and learning in kindergarten, referencing research by Evans et al. (2021), Liljedahl and Cai (2021), Schulz and Bonawitz (2007), and Hammer (2012), among others. Kindergarten teacher education students completed practical tasks during their internships, including reflective notes from themselves and supervising teachers, group reflections, and semistructured interviews. Data was collected from 32 students working with children aged 0-5 years, focusing on object boxes and knot-tying activities. The study received approval from SIKT (no. 474916), the Norwegian Agency for Shared Services in Education and Research. Students provided both written and verbal consent for use of texts and interviews. The kindergartens and children involved were anonymized in the students' texts, making them untraceable. Students and practice teachers were surprised by young children's problem-solving skills, particularly toddlers.Younger children demonstrated more patience and a greater willingness to explore various strategies than older ones, challenging preconceived notions about their capabilities and offering insights into different problemsolving approaches across ages. Reevaluating young children’s problem-solving abilities and adapting teaching strategies to foster curiosity and divergent thinking, while improving teacher education to support these skills.

• Helseth, Anita; Græsli, Jon Anders & Seehuus, Siri-Christine (2025). Listen and Learn – Pedagogical Development in the Outdoor Environment. Full text in Research Archive Show summary

  This study focuses on ECEC teacher students as learning actors. It aims to provide ECEC teacher students with opportunities for reflection and discussion about the knowledge they use when interacting with children This study builds upon research on ECEC teaching as a profession, which emphasises the need for teachers to have a reflective and knowledge-based approach to their work (Skarstein and Skarstein, 2020; Skalstad and Munkebye, 2021; Zakaria 2020; Wallerstedt et al., 2022; Pollarolo et al., 2022; Carlsen and Clark 2022; Sanderud et al., 2021) The study is grounded in ECEC teaching as a complex profession, requiring a balance between short-term and long-term learning horizons. The framework emphasizes the importance of systematic exploration, interest-building, and motivation for lifelong learning Pilot project with a qualitative approach: 1. Audio recordings of students. 2. Student transcriptions 3. Professional reflection on the roles, conversation types, question levels, and responses from themselves and the children. 4. In-depth interviews Consent for audio recordings was obtained from students and parents of children participating. Data was anonymised and stored in an encrypted file system. Preliminary findings suggest that participants who listened to recordings of their interactions with children and analysed the quality of these interactions became more aware of the types of questions they asked. Additionally, they recognised the importance of further supporting children's exploration and learning processes. The study highlights the importance of integrating practical experience with reflection in ECEC teacher education. It advocates for ongoing professional development to help teachers enhance and improve interactions with children.

• Græsli, Jon Anders; Seehuus, Siri-Christine & Helseth, Anita (2025). Bevegelsesforsterkere og konstruksjonslek. Full text in Research Archive Show summary

  Konstruksjonslek er en dynamisk aktivitet som kombinerer bevegelse, matematikk og naturfag, og skaper et spennende læringsmiljø. Ved å bygge installasjoner med flere funksjoner, får barn muligheten å være utendørs, være fysisk aktive, utforske og leke med matematikk og fysikk og teknologi i praksis. Designet og konstruksjonen av installasjonene bør ledes av barna selv, mens lærerne støtter deres kognitive utvikling, problemløsningsferdigheter og kreativitet. Leken oppmuntrer til fysisk aktivitet og viser barna hvordan de kan bevege seg innenfor installasjonene. Det er avgjørende å understreke at denne aktiviteten er sammen med barn, ikke for barn; - barn skal være drivkraften i prosessen, og selve prosessen er en læringsaktivitet. Installasjonene er fleksible og inviterer til lek uansett hvor de er plassert. Designet kan tilpasses ulike områder, og de transiente, ikke-permanente strukturene kan utfordre barn på nye måter, gi dem nye oppdagelser og uendelige muligheter for lek. Strukturene bygges av nedbrytbare materialer, som krever at de settes opp og tas ned, og dermed ikke blir stående ute permanent. Denne prosessen gir en arena for samarbeid, hvor sosiale ferdigheter trenes gjennom materialhenting og demontering. Å bygge installasjoner er en form for konstruksjonslek der faglige ferdigheter praktiseres. Språk og terminologi kan utvikles med hjelp fra lærere, samtidig som praktisk kreativitet og problemløsing står i fokus.

• Græsli, Jon Anders; Seehuus, Siri-Christine & Helseth, Anita (2025). An intersection between natural science and physical education. Building movement-inviting installations with children. Full text in Research Archive Show summary

  Construction play is a dynamic activity that combines movement, mathematics, and science, creating an engaging learning environment. By building multi-functional installations, children have opportunities to be outdoors, be physically active, and explore mathematics, physics, and technology in practice. The design and construction processes are driven by the children themselves, while teachers support their cognitive development, problem-solving skills, and creativity. The play encourages physical activity and shows children how to move within and through the installations. Importantly, this activity is carried out with children, not for them; children are the driving force in the process, and the process itself is a learning activity. The installations are flexible, inviting play wherever they are placed. Their design can be adapted to different environments, and the transient, non-permanent structures challenge children in new ways, offering discoveries and endless opportunities for play. The structures are built from biodegradable materials, requiring assembly and disassembly rather than permanent installation. This process fosters collaboration, as social skills are practiced through gathering materials and taking the structures down. Building installations is a form of construction play in which disciplinary skills are applied, terminology can be developed with teacher support, and practical creativity and problem-solving are central.

• Græsli, Jon Anders & Storberget, Ida (2024). Faglig foredrag - fysisk aktivitet og utemiljø. Full text in Research Archive
• Ringlund, Ole Martin & Græsli, Jon Anders (2024). Slik lærer barn kart best. [Internet]. https://utdanningsforskning.no/artikler/2024/slik-larer-barn. Full text in Research Archive
• Græsli, Jon Anders (2024). Forsker vil ha mer kartlesing inn i skolen. [Internet]. https://psykologisk.no/. Full text in Research Archive
• Græsli, Jon Anders & Storberget, Ida (2024). Faglig foredrag - fysisk aktivitet og utemiljø. Full text in Research Archive
• Græsli, Jon Anders (2024). Slik kan barn lære å lese kart. [Journal]. Inn.no. Full text in Research Archive Show summary

  https://www.inn.no/forskning/forskningsnyheter/slik-lerer-barn-kart-best/

• Græsli, Jon Anders (2024). Slik kan barn lære å lese kart. [Journal]. Forskning.no. Full text in Research Archive Show summary

  https://www.inn.no/forskning/forskningsnyheter/slik-lerer-barn-kart-best/

• Græsli, Jon Anders (2023). Aktivitetsdag for barnehager, Samisk språkuke. Full text in Research Archive
• Græsli, Jon Anders (2022). A step-by-step approach to maps. The ability for children to interact with different types of maps. Book of Abstracts. EECERA 30th ANNUAL CONFERENCE. Full text in Research Archive
• Græsli, Jon Anders & Lien, Gudbrand (2022). Map skills – A step-by-step approach. Full text in Research Archive
• Bjerva, Trine; Sigurjonsson, Thorsteinn & Græsli, Jon Anders (2017). Designing maps for children. Full text in Research Archive Show summary

  Designing maps for children Introduction Wayfinding is not only of public interest as a lifesaving activity, but also as a common task in human everyday life. Human navigation is therefore highly relevant in an educational context, and is compulsory in Norwegian schools. Wayfinding refers to the ability to navigate effectively (Brunyé et al., 2010), and in an unfamiliar environment, external aids are needed such as a map. Interacting with a symbolic map can be very difficult, and relatively little is known about how to create adequate maps for different age groups (Wiegand, 2006). The aim is for even the youngest children, to be able to understand and use the map without prior instructions (Stea et al., 2004). The relationship between a map and the reality becomes easier to understand if the symbols are similar to the referents (Casakin, et al., 2000), and it is easier to understand things that are experienced as specific and logical. Aim and objectives for the study Our intention is to shed light on how children can benefit from using a different type of map in relation to navigation, and the main objective of this project is focusing on pictorial maps (a hand-drawn map seen from an oblique angle). We hope to fill the gap regarding this specific topic by trying to answer the following questions: • To what extent will use of pictorial maps be a suitable approach for learning the symbolic map? • Is there any gender differences in relation to how children interact with pictorial maps? Methods There is selected an ecological approach to ensure that children’s interaction with pictorial maps are examined as it is practiced in the real world. The study involving 97 Norwegian children, 49 boys and 48 girls, divided into three groups by age; 3 - 5 years (kindergarten), 5 to 9 years (lower primary stage) and 9 to 13 years (upper primary stage). The field mapping task; 22 controls were placed in the selected area, and the children had to visit the 7 controls that were marked on a pictorial map. The flags had no visible identifying-codes. While conducting the field mapping task, quantitative data was obtained using EMIT (electronic timer system). The measures of performance are the average number of controls found, the average time spent on the task and number of children who completed the task (found all 7 controls). Findings and conclusions All the three measures of performance are developing significantly by age, but even among the youngest children (3 – 5 years) many are mastering the field mapping task, for example 17 out of 41 children found all the 7 controls. Pictorial maps appear to offer great support for wayfinding (Sigurjónsson, 2007), and would seem to be a good way of introducing children to navigation at an early age. Average number of controls found and number of children who completed the task indicate very small gender differences, while average time spent on the task indicates that boys outperform girls. It may therefore seem that girls and boys are carrying out a wayfinding task equally well, but the boys solve the task significantly faster than the girls do. We conclude that pictorial maps can be used equally well by boys and girls, and both gender will challenge and develop spatial skill and improve wayfinding ability. Based on the findings there has been made a model (Bjerva et al., 2010), showing how we can develop navigational skills through using different kind of maps. It is crucial that those who teach navigational skills reflects on what kind of maps they offers to children, and this study helps to illuminate this.

• Bjerva, Trine; Sigurjónsson, Thorsteinn & Græsli, Jon Anders (2016). Kart som inspirasjon til helsefremmende aktivitet i naturen. Full text in Research Archive
• Sigurjonsson, Thorsteinn Josef; Bjerva, Trine & Græsli, Jon Anders (2016). Learning human navigation; "The first map". Full text in Research Archive
• Bjerva, Trine; Sigurjonsson, Thorsteinn Josef & Græsli, Jon Anders (2016). Navigation and gender. Full text in Research Archive
• Græsli, Jon Anders (2014). Å regne i kroppsøving. Kroppsøvingsfaget i forhold til regning som grunnleggende ferdighet. Full text in Research Archive
• Græsli, Jon Anders (2014). Ipad i undervisningen Fagdag for høgskoleansatte (to sesjoner). Full text in Research Archive
• Græsli, Jon Anders (2013). Treningslære og sesongplanlegging i langrenn. Full text in Research Archive
• Sigurjónsson, Thorsteinn; Bjerva, Trine & Græsli, Jon Anders (2011). Barns kartforståelse; Fokus på begynneopplæring. Full text in Research Archive
• Græsli, Jon Anders (2011). Map reading among children. Use of different types of representations in wayfinding. Full text in Research Archive
• Bjerva, Trine; Græsli, Jon Anders & Sigurjónsson, Thorsteinn (2011). Children's interaction with hand-drawn maps; Sex differences in wayfinding. Full text in Research Archive
• Sigurjonsson, Thorsteinn; Græsli, Jon Anders & Bjerva, Trine (2010). Orienteringsmetodikk for barn Hvilken o-metodikk bør vi vektlegge i nybegynneropplæring for barn ? Teoretisk innføring og praktiske eksempler på o-metodikk og gode øvelser. Full text in Research Archive Show summary

  Barn søker i rollen som kartlesere gjennom kartlesing å ta et veivalg og å opprettholde kontakt med kart og terreng for å være i stand til å kontrollere sin posisjon. Kartet er dermed et svært sentralt hjelpemiddel som formidler terrengsts beskaffenhet og løypen (oppgaven) som skal gjennomføres. Gjennom forbedret kartlesingsevne kan kartleseren raskere og sikrere sile ut vesentlig informasjon fra både kart og terreng. I denne presentasjonen fremhevet vi på det faktum at kartlesing er et samspill hvor elementene kartleser, kart og terreng er gjensidig avhengig av hverandre. Med utgangspunkt i forskningsbasert empiri viste vi hvordan en hensiktsmessig (fokus på læringsutbytte) orienteringsmetodikk for barn kan bygges opp. Gjennom en rekke videoeksempler ble det vist hvordan ulike typer kartoppfatnig viser seg i adferd i terrenget og hvordan instruktøre kan være med å bidra til utvikling/læring. Et sentralt poeng som ble trukket frem var at en i større grad må fokusere på målgruppen og benytte hjelpemidler som "drar" aktivitet og læring ut av barnet og ikke det motsatte. I så måte er det viktig å utvikle enklere hjelpemidler enn symbolske kart. Eksempler på dette er; deltaljfoto, perspektivfoto, perspektivkart, modeller... Teorien ble eksemplifisert gjennom videoeksempler og praktiske øvelser i terrenget.

• Græsli, Jon Anders; Bjerva, Trine & Sigurjónsson, Thorsteinn (2009). A progressive approach to map communication with children - the use of hand-drawn maps. Full text in Research Archive
• Græsli, Jon Anders (2009). Kropp, fysisk aktivitet og helse Fagdag for alle barnehageansatte i Øyer kommune Tema for fagdagen: Kropp, fysisk aktivitet og helse, mars 2009. Full text in Research Archive
• Bjerva, Trine; Græsli, Jon Anders & Sigurjonsson, Thorsteinn (2009). A progressive approach to map communication with children - The use of detail - photo. Full text in Research Archive Show summary

  The ability to interpret map symbols and understand the relationships between maps and terrain is to a high degree a complex activity. In addition, education in orienteering has often been carried out by adopting a theoretical approach. Research on children's map reading and map understanding has identified a number of limitations to taking a direct cognitive approach. Progress in orienteering education has not sufficiently been based on how children can potentially benefit from using a different type of map. The main aim of this project was therefore to understand how children interact with maps of various types to acquire proficiency in orienteering. This was explored through the use of the figure ¿Map-levels¿ based on preliminary studies. The survey shows that children as young as 5-years of age can orient themselves to different details in the terrain, if they use detail- photos as a map, instead of the symbolic map.

• Sigurjonsson, Thorsteinn; Bjerva, Trine & Græsli, Jon Anders (2008). Det enkle er ofte det morsomste. ?. p. 60–61. Full text in Research Archive
• Græsli, Jon Anders (2008). IKT i kroppsøving Skolelederkonferanse (landskonferanse på Lillestrøm) Tema for sesjonen: IKT i kroppsøving. Full text in Research Archive
• Græsli, Jon Anders (2007). Presentasjon av prosjektet : Kartstigen; en progressiv tilnærming til kartkommunikasjon med barn. Full text in Research Archive
• Græsli, Jon Anders (2007). Det enkle er ofte det morsomste. Full text in Research Archive
• Græsli, Jon Anders (2007). Fysisk aktivitet og helse i barnehagen Fagdag for barnehageansatte i Gjøvik kommune Tema for fagdagen: Fysisk aktivitet og helse. Full text in Research Archive
• Sigurjonsson, Thorsteinn; Bjerva, Trine & Græsli, Jon Anders (2006). Kartstigen, En progressiv tilnærming til kartlesing. Full text in Research Archive Show summary

  I dette prosjektet foreslår vi en progressiv tilnærming til kartlesing hvor det symbolske kartet (orienteringskartet), som det har vært vanlig å starte med, befinner seg på toppen av stigen og ikke på det første trinnet. Det er viktig at hjelpemidlene som benyttes i orientering er til støtte og ikke hinder for kartleserens naturlige kognitive egenskaper. Kartstigen angir hvordan en gjennom progressiv tilnærming kan lede kartleseren fremover i utviklingen av kartlesingsferdigheten, frem mot trinnet hvor en gjør bruk av det symbolske kartet som hjelpemiddel til å finne frem i et mer eller mindre kjent terrengområde. For hvert trinn kartleseren tar i stigen er det meningen at utøveren har en forbedret kartfølelse og terrengoppfatning enn vedkommende hadde på trinnet nedenfor. Flere av de samme tema vil komme igjen på de ulike trinnene, men da i en annen og mer krevende kontekst som bringer inn nye ??elementer?? til kartleserens forståelse. Det er meningen at denne systematiske trinnvise tilnærmingen skal forenkle og underlette kartlesingsprosessen ved at de begrep og oppfatninger som kreves av kartleseren på de nederste trinnene i utgangspunktet er mer konkrete enn de abstrakte på toppen. Når barna kommer til det øverste trinnet vil de ikke kun se symbolene som enkeltsymbol med snevre handlingskvaliteter. De vil i større grad være i stand til å lese mellom linjene ved at de, med utgangspunkt i sitt erfaringsgrunnlag, oppfatter de varierte handlingskvaliteter de tilbyr. Denne forenklingen gjør at de får en gradvis tilnærming mot forståelsen av prinsippene og logikken i orienteringskartet slik at de, da de når toppen, på en hensiktsmessig måte kan anvende kartet som et effektivt hjelpemiddel.

• Græsli, Jon Anders & Groseth, Ingrid (2006). Turnweb Revidert versjon pr desember 2006. Full text in Research Archive
• Græsli, Jon Anders (2006). Den gode treningen Hva er ?suksessoppskriften? for den gode treningen? ? noen betraktninger?? Full text in Research Archive
• Græsli, Jon Anders (2005). Fysisk aktivitet og bevegelsesmestring for barn .... ute og inne. Full text in Research Archive
• Græsli, Jon Anders; Groseth, Ingrid & Engdal, Marit (2005). Fysisk form og mestring gjennom daglig fysisk aktivitet på skolen. Full text in Research Archive
• Græsli, Jon Anders (2005). Sangleiker og ringdanser. Full text in Research Archive
• Græsli, Jon Anders & Narud, Arve (2004). CD-flora 3.0 Planterbilder til undervisningsbruk. Full text in Research Archive
• Græsli, Jon Anders & Narud, Arve (2003). Nettflora 2.0 Planterbilder til undervisningsbruk. Full text in Research Archive
• Græsli, Jon Anders (2003). IKT i kroppsøvingsfaget. Full text in Research Archive
• Græsli, Jon Anders (2003). Utfordringer og sikkerhet. Full text in Research Archive
• Groseth, Ingrid & Græsli, Jon Anders (2002). Turnweb. Full text in Research Archive
• Narud, Arve & Græsli, Jon Anders (2002). Nettflora 1.1 263 planterbilder til undervisningsbruk. Full text in Research Archive
• Græsli, Jon Anders (2002). Hvordan kan IKT være et nyttig hjelpemiddel for å tilegne seg ferdigheter i kroppsøving? Full text in Research Archive
• Græsli, Jon Anders & Narud, Arve (2001). Nettflora 250 planterbilder til undervisningsbruk. Full text in Research Archive
• Græsli, Jon Anders (2008). Trener 4-oppgave i langrenn. Høgskolen i Hedmark. Full text in Research Archive
• Græsli, Jon Anders (2007). Barn og kartforståelse - valg av representasjoner for barn. Høgskolen i Hedmark. Full text in Research Archive
• Græsli, Jon Anders (2005). Barn og kartforståelse : kartvalg for barn. Høgskolen i Hedmark. Full text in Research Archive
• Græsli, Jon Anders; Engdal, Marit; Sandnes, Marit Maanum; Viken, Elin; Hummelvoll, Svanhild Å & Groseth, Ingrid [Show all 7 contributors for this article] (2005). Fysisk form og mestring gjennom daglig fysisk aktivitet på skolen : Delrapport 2: Opp og ut 2004/2005. Høgskolen i Innlandet. Full text in Research Archive
• Engdal, Marit; Græsli, Jon Anders; Sandnes, Marit Maanum; Viken, Elin; Hummelvoll, Svanhild Å & Groseth, Ingrid [Show all 7 contributors for this article] (2005). Fysisk form og mestring gjennom daglig fysisk aktivitet på skolen. Delrapport 1: HOPP OG SPRETT 2004/2005. Høgskolen i Hedmark. Full text in Research Archive
• Græsli, Jon Anders & Groseth, Ingrid (2002). Livredning. Full text in Research Archive
• Græsli, Jon Anders & Mykleset, Einar Peter Mowinckel (2002). Det finnes kun to svinger: høyre- og venstresvinger! Svinginnlæring på ski og snowboard. Høgskolen i Hedmark. Full text in Research Archive
• Græsli, Jon Anders & Groseth, Ingrid (2001). Muskler Oversiktshefte med 43 av de mest sentrale musklene i bevegelsesapparatet. Full text in Research Archive
• Græsli, Jon Anders & Groseth, Ingrid (2001). Barneleker. Et utvalg av leker samlet inn av studenter. Full text in Research Archive
• Græsli, Jon Anders; Groseth, Ingrid & Mykleset, Einar Peter Mowinckel (2001). Vinterfriluftsliv. Høgskolen i Hedmark. Full text in Research Archive
• Græsli, Jon Anders & Svaland, Inger (1998). Fysiologisk grunnlag for bevegelseslæring. Full text in Research Archive
• Græsli, Jon Anders & Groseth, Ingrid (1997). Basketball. Full text in Research Archive
• Græsli, Jon Anders & Groseth, Ingrid (1995). Kroppens oppbygning og funksjon. En kort innføring i sentrale organers oppbygning og funksjon med tanke på barn i bevegelse. Full text in Research Archive
• Mykleset, Einar Peter Mowinckel & Græsli, Jon Anders (1993). På tur med kano; kompendium om kanopadling. Høgskolen i Hedmark. Full text in Research Archive
• Græsli, Jon Anders (1992). Ungdom og tobakksbruk : mulige følger av miljøskifte Tobakksbruken blant elever ved fem utvalgte folkehøgskoler, sett i forhold til utvalgteperson- og miljøbetingelser. Full text in Research Archive

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