Anders Dølgaard

• Bjørke, Lars & Dølgaard, Anders (2026). «Hope in the hanging snore?» En studie av kroppsøvingslærerstudenters erfaringer med læring om og gjennom modellbasert praksis. Journal for Research in Arts and Sports Education. 10(2), s. 38–54. doi: 10.23865/jased.v10.7792. Fulltekst i vitenarkiv Vis sammendrag

  Lærerutdanning i kroppsøving har i lang tid blitt kritisert for i liten grad å utfordre studenters forståelser av faget. I denne studien undersøker vi derfor hvorvidt modellbasert praksis (MbP), som en innovativ undervisningspraksis, kan bidra til å øke den utdanningsmessige verdien av lærerutdanningen. Studiens problemstilling er: Hvordan erfarer kroppsøvingsstudenter å lære om og gjennom modellbasert praksis, og hvordan kan den utdanningsmessige verdien av disse erfaringene forstås? Gjennom en refleksiv tematisk analyse utviklet vi fire temaer som belyser den potensielle verdien MbP representerer: (1) «MbP tilbyr ulike måter å inkludere elever på», (2) «MbP – et fleksibelt verktøy og en ramme for en helhetlig pedagogikk», (3) «Å lære praktisk gjennom MbP er nødvendig for å forstå hva det handler om», og (4) «MbP gir et grunnlag for egen utvikling og videre vekst som lærer». I diskusjonen drøfter vi den utdanningsmessige verdien av disse rapporterte erfaringene ved hjelp av John Deweys arbeid. Studien konkluderer med at MbP framstår som svært relevant for lærerutdanningen, men peker også på flere fallgruver som kan begrense den utdanningsmessige verdien.  ENGLISH ABSTRACT “Hope in the Hanging Snore?” A Study on Physical Education Teacher Education Students’ Experiences From Learning About and Through Models-Based Practice Physical Education Teacher Education (PETE) has long been criticised for insufficiently challenging students’ understandings of the subject. In this study, we therefore examine whether Models-Based Practice (MbP), as an innovative teaching approach, can contribute to enhancing the educational value of PETE. The research question guiding the study is: How do physical education students experience learning about and through Models-Based Practice, and how can the educational value of these experiences be understood? Through a reflexive thematic analysis, we developed four themes that illuminate the potential value represented by MbP: (1) “MbP offers multiple ways of including pupils”, (2) “MbP as a flexible tool and a framework for a holistic pedagogy”, (3) “Learning practically through MbP is necessary to understand what it entails”, and (4) “MbP provides a foundation for further development and change”. In the discussion, we examine the educational value of these reported experiences using the work of John Dewey. The study concludes that MbP appears to be highly relevant for teacher education, while also pointing to several pitfalls that may limit its educational value. 

• Dølgaard, Anders; Westlie, Knut & Moen, Kjersti Mordal (2025). Who holds the power? Norwegian media portrayals of the changing room in physical education. Sport, Education and Society. ISSN 1357-3322. s. 16–16. doi: 10.1080/13573322.2025.2594727. Fulltekst i vitenarkiv Vis sammendrag

  Previous research has identified the changing room in physical education (PE) as a challenging environment for both teachers and students, though the reasons behind these perceptions and possible solutions remain unclear. As a result, the changing room has been described as a ‘black box’. Discourses play a role in shaping perceptions and social practices, which may also apply to the changing room in PE. Hence, this article examines who has a say and what is being said about the changing room in Norwegian media. We analyzed 395 news articles published between January 1, 1985, and January 1, 2024, in Norway, including both printed and online sources. The study employed reflexive thematic analysis and a Foucauldian theoretical framework. Our findings indicate that students are the dominant voices in the media, as they appear four times more often than teachers. Four themes emerged: the changing room as an unsafe space, the nudity paradox, exclusion from other arenas, and the changing room as a potential learning environment. Our findings contrast sharply with previous research, as media portrayals are considerably more negative. We suggest that these negative portrayals may exacerbate the experience of the changing room for both students and teachers.

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• Dølgaard, Anders; Westlie, Knut & Moen, Kjersti Mordal (2026). Teachers' Experiences of the Physical Education Changing Room - Fear, Powerlessness and Possibilities. Fulltekst i vitenarkiv
• Dølgaard, Anders; Westlie, Knut & Moen, Kjersti Mordal (2026). Læreres erfaringer med kroppsøvingsgarderoben - frykt, maktesløshet og muligheter. Fulltekst i vitenarkiv
• Østerlie, Ove & Dølgaard, Anders (2026). [Podkast, krø.no] Artikkelklubben 24: Kroppsøving og garderoben. Fulltekst i vitenarkiv
• Dølgaard, Anders; Westlie, Knut & Moen, Kjersti Mordal (2025). Elevers opplevelse av kroppsøvingsgarderoben. Fulltekst i vitenarkiv
• Bjørke, Lars & Dølgaard, Anders (2025). 'Hope in the hanging snore?': Om lærerstudenters erfaringer med modellbasert praksis i lærerutdanningen. Fulltekst i vitenarkiv
• Dølgaard, Anders (2024). Kroppsøvingsgarderoben i Norge – en medieanalyse. Hvem uttaler seg, og hva sier de? Fulltekst i vitenarkiv

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