Kjersti Mordal Moen

• Teksum, Trude Nordli; Gerdin, Göran Nils & Moen, Kjersti Mordal (2026). From camouflaged work to free play–Deweyan perspectives on play in primary physical education. Curriculum Studies in Health and Physical Education. ISSN 2574-2981. doi: 10.1080/25742981.2026.2674656. Fulltekst i vitenarkiv
• Bjørke, Lars & Moen, Kjersti Mordal (2026). Principals’ reflections on their engagement in a two-year action research project in physical education. Educational Action Research. ISSN 0965-0792. doi: 10.1080/09650792.2026.2621150. Fulltekst i vitenarkiv
• 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.

• Bjørke, Lars & Moen, Kjersti Mordal (2025). ‘Success is a journey, not a destination’: physical education teachers’ and school superintendents’ micro conceptualisations of meaningful continuing professional development. Sport, Education and Society. ISSN 1357-3322. s. 1–14. doi: 10.1080/13573322.2025.2594072. Fulltekst i vitenarkiv Vis sammendrag

  While a substantial body of research has helped identify key characteristics of what constitutes effective continuing professional development (CPD) in physical education at the macro level, the challenge of making CPD more relevant and meaningful to teachers at the micro level still persists. In this paper, we were interested in delving deeper into how meaningful CPD was conceptualised from a practitioner perspective to gain more knowledge about how these constructs are experienced in practice. The purpose of this study is consequently to explore how practitioners conceptualise key constructs of meaningful CPD. As a theoretical framework, we draw on Kennedy (2014, Understanding Continuing Professional Development: The Need for Theory to Impact on Police and Practice. Professional Development in Education, 40(5), 688–697. https://doi.org/10.1080/19415257.2014.955122) and Sachs’s (2011, Skilling og emancipating? Metaphors for continuing teacher professional development. In N. Mockler, & J. Sachs (Eds.), Rethinking educational practice through reflexive inquiry (pp. 153–167)) conceptualisations of different approaches to CPD to discuss the practitioners’ voices. Data collection included semi-structured focus group interviews with six PE teachers and two school superintendents conducted at the startup phase of a longitudinal project. Analysis was guided by a thematic analysis and led to the development of three ways meaningful CPD can be understood: (1) Conceptualisations of sustained existence: From project to everyday practice; (2) Conceptualisations of outcomes: Developing a shared understanding of PE; and (3) Conceptualisations of support: Prioritisation and hands-on facilitation. We discuss our findings in relation to our conceptual framework and previous research, offering new insight on how future CPD initiatives can be enacted to better align with practitioners’ needs. In conclusion, we argue that adopting a practitioner perspective on CPD allows for conceptualising meaningful CPD as an ongoing journey rather than a fixed destination.

• Standal, Øyvind & Moen, Kjersti Mordal (2025). Epistemisk aktørskap? Ein casestudie av undervisningsopplegg genererte av kunstig intelligens. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 48(4), s. 225–236. doi: 10.18261/uniped.48.4.1. Fulltekst i vitenarkiv Vis sammendrag

  Framveksten av kunstig intelligens (KI) og særleg introduksjonen av samtaleroboten ChatGPT har hatt stor innverknad på utdanningssektoren. Debattane om samtalerobotar har vore polariserte, og har ofte vore basert på anekdotar framfor systematiske utprøvingar. I denne artikkelen analyserer vi ein casestudie der det er undersøkt korleis undervisning om helse viser seg i KI-genererte undervisningsopplegg i kroppsøving, og kva betydning denne forma for undervisningsplanlegging kan ha for lærarutdanninga. Gjennom ein kvalitativ innhaldsanalyse av undervisningsopplegg generert ved hjelp av tenesta Kroppsøvingsassistenten identifiserer vi tre overordna kategoriar: helse er oppdelt i fysisk, psykisk og sosial helse, struktur og mål for undervisninga er klart definerte og helse er eit område for teoriundervisning. Vi diskuterer funna i lys av omgrepsparet «epistemisk aktørskap», som vektlegg kor viktig det er at studentar er aktive deltakarar i læringsprosessen. I diskusjonen peikar vi på både utfordringar og mogelegheiter ved bruk av samtalerobotar i lærarutdanninga. Vi argumenterer for at epistemisk aktørskap kan fungere som ei rettesnor for å utvikle pedagogiske tilnærmingar som fremjar kritisk tenking og aktiv deltaking blant studentar.

• Aasland, Erik; Bjørke, Lars & Moen, Kjersti Mordal (2025). Curriculum reform in Norway: PE teachers’ and PE teacher educators’ perspectives on the current formal physical education curriculum. Curriculum Studies in Health and Physical Education. ISSN 2574-2981. s. 1–16. doi: 10.1080/25742981.2025.2574425. Fulltekst i vitenarkiv Vis sammendrag

  Physical Education (PE) teachers and PE teacher educators (PETEs) play a crucial role in implementing new curricula. Although existing research indicates that curriculum discourses can shape teachers’ and teacher educators’ perspectives of the formal curriculum, their perspectives are influenced by the discourses they bring to their reading of it. The aim of this article is to scrutinise PE teachers’ and PETEs’ perspectives on the current PE curricula at the time of transition to a new curriculum. Data were collected from a workshop held as part of a national PE research conference in Norway, attended by 43 participants representing both PE teachers and PETEs. While some participants appreciated certain changes introduced by the curriculum, our findings generally indicate that many PE teachers and PETEs found the current curriculum problematic in several key areas. Both groups were particularly critical of what they perceived as an overly open and vague curriculum. However, we also observed differences between the perceptions of PE teachers and PETEs. The PETEs were considerably more positive than the teachers regarding the curriculum’s emphasis on theory and reflection. We argue that the discursive repertoire within which PE teachers and PETE educators are embedded influences their perspectives about a (new) curriculum.

• Teksum, Trude Nordli; Moen, Kjersti Mordal & Gerdin, Göran Nils (2025). From kindergarten to primary school – Physical education as a support for students’ transition. European Physical Education Review. ISSN 1356-336X. doi: 10.1177/1356336x251353739. Fulltekst i vitenarkiv Vis sammendrag

  The transition from kindergarten to primary school is a significant event in children's education, garnering increasing political and social attention in Norway and globally. With the growing focus on educational transitions and continuity, this study examines the role of physical education (PE) in facilitating students’ transition into primary school in Norway. The study was conducted across four Norwegian primary schools, utilising semi-structured interviews with 16 first- to fourth-grade teachers, observations of PE lessons and school environments, and field notes from school visits. A reflexive methodology and an abductive approach were employed to analyse the data, drawing on the concepts of continuity and discontinuity ( Dewey, 1938 ; Hogsnes and Moser, 2014 ). The findings indicate that PE in the early school years can play a supportive role in students’ transition from kindergarten to primary school through socialisation processes and bridging approaches in PE, thereby enhancing continuity in the transition process. Based on these findings, we argue that primary PE's emphasis on movement, play and social interaction offers valuable opportunities to support young students during this transition. To conclude, we suggest that PE can contribute meaningfully to students’ adjustment to school by balancing both stability and adaptation in the shift to formal schooling.

• Amundsen, Marte; Bjørke, Lars & Moen, Kjersti Mordal (2025). The turn from healthism. Teacher educators’ invention of educational logics of health within PETE in Norway. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2025.2559902. Fulltekst i vitenarkiv Vis sammendrag

  In this study we draw attention to how teacher educators in physical education teacher education (PETE) in Norway construe health. Informed by critical discourse analysis (CDA) and Fairclough’s three-dimensional model, we are particularly concerned with how the teacher educators’ language-use reflects the wider social currents of change sweeping throughout western PETE by reproducing and resisting the dominant logics of healthism. The results display three interdiscursive tendencies: (i) The dominant tendency of rejecting healthism, (ii) a marginal tendency of reproducing healthism, and (iii) an alternative and oppositional tendency of inventing educational logics of health. Our findings thus reveal how PETE, a field that has been characterised by reproduction and stability, is now experiencing a turn from the ideology of healthism, subjecting the Norwegian PETE context to more comprehensive and inclusive logics of health.

• Moen, Kjersti Mordal & Westlie, Knut (2025). Bevegelse som kompetanse i kroppsøving – en empirisk undersøkelse av hvordan sentrale premissleverandører tenker og snakker om faget. Journal for Research in Arts and Sports Education. 9(1), s. 1–21. doi: 10.23865/jased.v9.6732. Fulltekst i vitenarkiv
• Amundsen, Marte; Moen, Kjersti Mordal & Quennerstedt, Mikael (2025). The struggle for health! Health as text, discursive, and social practice in PETE in Norway. Curriculum Studies in Health and Physical Education. ISSN 2574-2981. s. 1–16. doi: 10.1080/25742981.2025.2466518. Fulltekst i vitenarkiv
• Westlie, Knut; Storberget, Ida & Moen, Kjersti Mordal (2024). Fire kroppsøvingslærerstudenters utdanningsreise fra nyslått student til utdannet lærer. Acta Didactica Norden (ADNO). 18(2), s. 1–22. doi: 10.5617/adno.10377. Fulltekst i vitenarkiv Vis sammendrag

  Det finnes lite forskning om hvilke typer kunnskap, inkludert profesjonskunnskap, lærerstudenter i kroppsøving og idrettsfag utvikler i løpet av sitt treårige bachelorløp. I denne artikkelen setter vi, gjennom en treårig longitudinell studie, søkelyset på hvordan fire studenters perspektiv på undervisning og læring i kroppsøvingsfaget utvikler seg i løpet av kroppsøvingslærerutdanningen, samt hvilke typer kunnskap de utvikler. For å forstå, forklare og fortolke våre funn støtter vi oss på Aristoteles’ (2013) begreper episteme, techne og fronesis. Dette leder oss fram til to hovedfunn: 1) at de fire studentene beveger seg fra en idrettspreget til en profesjonsbasert fagforståelse, og 2) at de flytter seg fra å ha forståelse av lærerrollen som disiplinerende, til et syn på læreren som en tilrettelegger for læring. Gjennom en forståelse av fronesis som praktisk klokskap, der den kloke handler ut fra nøye overveielser, utleder vi at studentene i vårt materiale benytter seg av kunnskapsformene techne og episteme på veien mot en viss grad av fronesis i forståelsen av faget.

• Bjørke, Lars & Moen, Kjersti Mordal (2024). Researchers as actors: using vignettes to understand how researcher-facilitators negotiate their roles in collaborative research in physical education. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2024.2390489. Fulltekst i vitenarkiv Vis sammendrag

  A significant number of studies have shown that collaborative research can enable practitioners to solve practical issues while simultaneously allowing researchers to study the process of change. However, knowledge about the roles of researcher-facilitators and how these role(s) are experienced, is scarce. In this study, we explore how researchers experience and negotiate their role(s) in a collaborative research project working closely with teachers over three years. We draw on theoretical concepts from Goffman, E. [(1959). The presentation of self in everyday life. Doubleday Anchor Book] and Goffman, E. [(1961). Encounters: Two studies in the sociology of interaction. Bobbs-Merril] to better understand how being a researcher can be compared to doing role-playing and performing in the theatre. Guided by an analysis of researchers’ reflective diaries, teacher interviews and data collected from Shut-up-n-write sessions, we represent our findings through three vignettes. In the first vignette, Negotiating and serving multiple roles and unexpected scenarios we discuss how the facilitator takes on and is given, different roles that need to be appropriately performed over the course of a project. In the second vignette, Negotiating emotions front- and backstage, we problematise how the unpredictable nature of collaborations elicits a broad range of emotions that need to be negotiated. In the third vignette, Creating spaces for on-stage performances, we discuss how researchers must sometimes reflect on their performances and address situations that occur in the heat of the moment. Altogether, these three vignettes highlight various aspects of the complexity of being a facilitator, and underscore how the facilitator role is something that needs to be practised and refined over time.

• Moen, Kjersti Mordal; Bjørke, Lars & Iversen, Ole (2024). Kjærkomment, men sårbart og krevende: Læreres erfaringer som perifere deltagere i et kompetanseutviklingsprosjekt i kroppsøving. Acta Didactica Norden (ADNO). doi: 10.5617/adno.10588. Fulltekst i vitenarkiv Vis sammendrag

  Læreren er sentral for elevenes læring, og kontinuerlig profesjonell utvikling hos lærerne er derfor viktig. I kroppsøving vet vi at læreplanens intensjoner bare delvis blir ivaretatt gjennom undervisningen. Det er derfor grunn til å anta at kompetanseutvikling for kroppsøvingslærere kan være relevant for å forbedre praksis. Kompetanseutviklingstiltak kan organiseres på ulike vis. I Kompetanseutviklingsprosjektet har 19 lærere (som er gitt navnet pådrivere) jobbet direkte sammen med to forskere på 5 nettverkssamlinger årlig over flere år. Pådriverne har etter hver nettverkssamling gått tilbake til sine respektive skoler og jobbet sammen med lærere - de perifere deltagerne - ved skolen basert på det som er tatt opp på nettverkssamlinger. I denne studien har vi undersøkt hvilke erfaringer lærere med en perifer deltagelse i et kompetanseutviklingsprosjekt i kroppsøving sitter igjen med. Individuelle intervju med to lærere, samt to gruppeintervju med til sammen seks lærere er gjennomført. Basert på en tematisk analyse utviklet vi to funn (temaer): ‘Praksisfellesskap i kroppsøving som noe nytt, verdifullt og sårbart’ og ‘«Mesteren»: Praksisfellesskapets brobygger’. Ved hjelp av situert læringsteori og Deweys erfarings- og refleksjonsbegrep, diskuterer vi hvilke erfaringer lærerne med en perifer deltagelse i prosjektet sitter igjen med. Selv om studien viser at lærerne har faglig utbytte av å delta i prosjektet, førte mangelfull brobygging fra pådriverens side til at ikke alle lærerne oppnådde å bli del av det legitime fellesskapet. Vår studie viser likevel at en slik organiseringsform, der man søker å nå ut til flere lærere, vil kunne bidra til å bygge opp et mer solid praksisfellesskap i kroppsøving ved den enkelte skole, og i en region som helhet.

• Moen, Kjersti Mordal; Bjørke, Lars & Gerdin, Göran Nils (2024). ‘The fourth most important school subject’–Norwegian school principals’ perceptions of physical education. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2024.2391477. Fulltekst i vitenarkiv Vis sammendrag

  Although many studies have explored teachers’ and students’ perceptions of physical education (PE), the voices and beliefs of school principals about PE remain scarce in existing literature [Ní Chróinín, D., Fletcher, T., Jess, M., & Corr, M. (2020). A major review of stakeholder perspectives on the purposes of primary physical education. European Physical Education Review, 26(2), 322–336]. In Norway, a new national curriculum for PE was introduced in 2020 [Norwegian Directorate for Education and Training. (2019). Læreplan i kroppsøving. [The curriculum for physical education]] making it timely to examine how key stakeholders, such as principals, understand and attempt to enact these new curricular objectives. In this paper, we draw on interviews conducted with five participant principals from schools located in Eastern Norway that explored their perceptions of PE. Based on our reflexive thematic analysis [Braun, B., & Clarke, V. (2022). Thematic Analysis a Practical Guide] of the interview data, we present the findings in relation to three main themes: (i) ‘PE is a very important subject’, (ii) ‘PE creates other pedagogical opportunities and has extrinsic values’ and (iii) ‘PE as friluftsliv [“outdoor activities”], swimming and social aspects – but not sports  … ’. However, by also utilizing Foucauldian understandings of discourse [Foucault, M. (1972). The Archaeology of Knowledge and Discourse on Language ([1st American ed). Pantheon Books], we draw attention to how the principals’ perceptions of PE are largely constituted within dominant discourses of activation, fitness and (physical) health. To conclude, we call for further studies on what principals’ value and talk about in relation to PE but also what they do not talk about such as PE as a subject for learning and where other dimensions of health are promoted.

• Moen, Kjersti Mordal & Bjørke, Lars (2023). Å strekke seg litt lenger: Hva kan vi lære av erfaringene av implementering av et fagutviklingsprosjekt i kroppsøving? Journal for Research in Arts and Sports Education. 7(2), s. 56–71. doi: 10.23865/jased.v7.5199. Fulltekst i vitenarkiv Vis sammendrag

  Flere studier viser at samarbeid mellom forskere og lærere kan bidra til å utvikle pedagogiske praksiser i kroppsøving, men kunnskapen om hvordan slike samarbeid kan operasjonaliseres, er mangelfull. I det vi har gitt navnet Kompetansehevingsprosjektet er vi to forskere som har jobbet sammen med nitten grunnskolelærere (pådrivere) og to skolesjefer for å utvikle pedagogiske prak-siser i kroppsøving. Basert på data fra gruppeintervjuer med de to skolesjefene, to lærere fra det vi kaller «ressursgruppa» og fire lærere som har hatt rollen som «pådrivere», memoer lærerne har skrevet etter nettverkssamlinger, samt forskerlogger, søker vi å svare opp følgende problemstilling: Hvordan erfarer lærere, skolesjefer og forskere implementeringen av et fagutviklingsprosjekt i kroppsøving? Gjennom våre analyser utviklet vi to funn: «Ulike rollers betydning for å jobbe sammen mot et felles mål» og «Dynamiske maktforhold i implementeringsprosessen». Vi har i analysen, og i den videre diskusjonen om hva vi kan lære av erfaringene i implementering av fremtidige fagutviklingspro-sjekter, anvendt begreper fra figurasjonsteorien som nettverk, gjensidig avhengighet og makt, samt begrepet roller. Vi finner at for å lykkes i et fagutviklingsprosjekt er det nødvendig at alle de invol-verte parter strekker seg litt lengre og at de forstår at de enten «synker eller svømmer sammen». Denne forståelsen kommer gjennom å ha respekt for hverandres roller og bidrag i prosjektet, og at maktrelasjoner er situasjons- og kontekstavhengig.

• Moen, Kjersti Mordal; Aasland, Erik & Løndal, Knut (2023). Krenkelser og patologier i norsk kroppsøving - En kunnskapsgjennomgang, Et anerkjennende kroppsøvingsfag. Cappelen Damm Akademisk. ISSN 9788202763343. s. 53–79. Fulltekst i vitenarkiv
• Westlie, Knut & Moen, Kjersti Mordal (2023). Verdibasert praksis i kroppsøving - Anerkjennelsens relasjonelle didaktikk, Et anerkjennende kroppsøvingsfag. Cappelen Damm Akademisk. ISSN 9788202763343. s. 125–145. Fulltekst i vitenarkiv
• Bjørke, Lars; Standal, Øyvind Førland & Moen, Kjersti Mordal (2022). ‘What we have done now is more student-centred’: an investigation of physical education teachers’ reflections over a one-year participatory action research project. Educational Action Research. ISSN 0965-0792. doi: 10.1080/09650792.2022.2062407. Fulltekst i vitenarkiv Vis sammendrag

  Although reflection has a key position in the development of teachers’ pedagogical practices, few studies have investigated the development of physical education teachers’ reflections over time. Against this backdrop, this study seeks to answer the following research question: ‘How does a one-year participatory action research project using Cooperative Learning as a pedagogical intervention influence PE teachers’ reflections about teaching and learning?’ The first author, Lars, assumed the role of researcher-facilitator, supporting the teachers’ pedagogical development while simultaneously collecting data relevant to the research question. Interviews, observation notes and the researcher’s reflective diary were analysed using an abductive approach. The study concludes that the interplay between (a) new theoretical perspectives, (b) the establishment of a collectively reflective community and (c) the prolonged project duration eventually enabled the teachers to critically reflect upon their previous practices. At the same time, their journeys over the course of the project consisted of ups and downs and can be understood through three critical cycles: ‘establishing systematic, collective and cyclical processes’, ‘new spaces of experience’ and ‘the tipping point’. Drawing upon our findings, we discuss various ideas for future educational action research projects aimed at challenging traditional practices within and beyond the PE context.

• Philpot, Rod; Gerdin, Göran; Smith, Wayne; Linnér, Susanne; Schenker, Katarina & Westlie, Knut [Vis alle 8 forfattere av denne artikkelen] (2021). Taking action for social justice in HPE classrooms through explicit critical pedagogies. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2020.1867715. Fulltekst i vitenarkiv Vis sammendrag

  Background: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of teachers enacting critical pedagogies in HPE classrooms. Purpose: To identify school HPE teaching practices that promote social justice through practical enactment across three different participating countries. Participants and Setting: The investigation involved classroom observations of and post-lesson interviews with 13 purposively selected high school health and physical education teachers from three different countries. A total of 20 HPE lessons were observed. The participants included seven male and six female teachers ranging in age from 25 to 55 years with between 3- and 25-years teaching experience. The setting for data collection was compulsory co-educational practical HPE classes with 13-15-year-old students in four schools in New Zealand, four schools in Sweden and three schools in Norway. Data Collection and Analysis: This study employed Critical Incident Technique (CIT) methodology (Flanagan 1954), involving data collection through exploratory observations and stimulated-recall interviews (Lyle 2003). The classroom observations focused on identifying incidents that appeared to be addressing issues of social justice. The use of a multi-national observer team was a key principle of the study and was based on the proposition that local researchers familiar with context come with taken-for-granted assumptions about teachers’ practices. Data were analysed through a six-phase thematic analysis approach (Braun and Clarke 2013). This involved three stages: individually, collectively by the researchers in each country, and finally through the whole multi-national research team. Findings: The data analysis resulted in three primary themes; (1) relationships, (2) teaching for social cohesion, and (3) explicitly teaching about and acting on social inequities. This paper uses critical pedagogy as a lens to report on the third theme. In this paper, we present three subthemes; (1) Teaching as ‘equity not equality’, (2) promoting marginalised groups (3) and teacher critical reflection as examples of explicit critical pedagogies taking action for social justice in HPE. Conclusions/Implications: Although, the findings presented in this paper are examples of explicit teacher actions that aim to address social inequity, we suggest that teaching for social justice requires teachers to take action on social inequities and also to teach about social injustice to prepare students to become agents for change and act on social inequities themselves, beyond HPE.

• Erdvik, Irina Burchard; Moen, Kjersti Mordal & Säfvenbom, Reidar (2021). A relational perspective on students' experiences of participation in an ‘Interest-based physical education’ programme. European Physical Education Review. ISSN 1356-336X. doi: 10.1177/1356336X211023536. Fulltekst i vitenarkiv Vis sammendrag

  While many students participate autonomously in physical education (PE), research shows that students who do not participate in leisure sport are less likely to perceive PE positively. Attempting to optimise the reciprocal student (↔) PE relationship and secure equal opportunities for learning in PE, schools in a Norwegian county developed an ‘Interest-based PE’ programme offering students a choice of two PE approaches: a sports approach (SA), focused on sports activities, and an explorative approach (EA), focused on alternative movement activities. Based on a process-relational understanding of adolescent development and learning, this study seeks a deeper understanding of changes in the PE experiences of students in the programme. Sixteen students (ages 17–18 years) who had participated in Interest-based PE for 18 months participated in qualitative semi-structured one-on-one interviews where they reflected on their relationship with PE prior to and during the programme. Data were subject to inductive interpretive thematic analysis showing that ‘the role of sports in PE’ framed student ↔ PE relations and that this sports discourse regulated the relations, also within the Interest-based PE programme. The separation of students into an EA and a SA accentuated the sports discourse and students’ sports competencies, contributing to segregation on the basis of students' confidence, competence and ability in sports. Based on this study, we question the assumption that differentiation programmes, such as Interest-based PE, will optimise student ↔ subject relations if these relations remain governed by the sports discourse, rather than the PE curriculum.

• Moen, Kjersti Mordal & Westlie, Knut (2021). Kroppsøvingsgarderoben: et mulighetsrom for kroppslig læring. I Østern, Tone Pernille; Bjerke, Øyvind; Engelsrud, Gunn Helene & Sørum, Anne Grut (Red.), Kroppslig læring - perspektiver og praksiser. Universitetsforlaget. ISSN 9788215043708. s. 250–262. Fulltekst i vitenarkiv Vis sammendrag

  Kroppslig læring kom inn som et nytt begrep i læreplanen gjennom fagfornyelsen, Kunnskapsløftet 2020. Forfatterne av denne vitenskapelige antologien utforsker begrepet kroppslig læring gjennom ulike teoritradisjoner, fag- og profesjonspraksiser. Med forankring i nasjonal og internasjonal forskning, presenterer og diskuterer forfatterne flere perspektiver på, og praksiser i, kroppslig læring. Målgruppe for boken er profesjonsorienterte forskere, lærerutdan- nere, lærere i videre- og etterutdanning og lærerstudenter i master- løp. Boken er skrevet av 31 forfattere med faglig tilhørighet i lærer- utdanning eller annen høyere utdanning i Norge, Norden og New Zealand. Redaktører for boken er professor Tone Pernille Østern (NTNU), førsteamanuensis Øyvind Bjerke (NTNU), professor Gunn Engelsrud (HVL) og førsteamanuensis Anne Grut Sørum (NTNU).

• Skille, Eivind Åsrum & Moen, Kjersti Mordal (2021). Kroppsøving og idrett i Norge – overlappende men distinktive felt. Scandinavian Sport Studies Forum. 12, s. 135–157. Fulltekst i vitenarkiv Vis sammendrag

  Organized and voluntary sport and the school subject physical education have historically been tightly interwoven in Norway. In this study, organized and voluntary sport and physical education are considered as two fields as described by Bourdieu, in the search for answering the research question: How can physical education and sport be understood as overlapping and distinctive fields? In order to answer the question, we analysed the two last steering documents in each field; the curriculum in physical education from 2015 and 2020, and the sport policy documents of 2015 and 2019 (the latter referred to as a long-term plan) from The Norwegian Confederation of Sports. The two main findings of the analysis are, first, that the historical relationship where sport is the dominant part is still identifiable in the contemporary steering documents. The overlaps between the fields can be explained by several and interdependent causes: one is that many of the same actors operate in both fields – sports people are physical education teachers and physical education teacher educators; moreover, the establishment of the physical education field was initiated by powerful people in the sport field. In that respect, it has been a mode of doxa that physical education to a large degree has resembled sport. However, second, we identified an emancipation process in the field of physical education; there are formulations in the steering documents supported by other research, indicating heterodoxic discussions within the physical education field, leading to change. All in all, we identified two fields with various levels of maturity.

• Philpot, Rod; Smith, Wayne; Gerdin, Gøran; Larsson, Lena; Westlie, Knut & Schenker, Katarina [Vis alle 8 forfattere av denne artikkelen] (2021). Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology. European Physical Education Review. ISSN 1356-336X. 27(1), s. 57–75. doi: 10.1177/1356336X20921541. Fulltekst i vitenarkiv
• Løndal, Knut; Borgen, Jorunn Spord; Moen, Kjersti Mordal; Hallås, Bjørg Oddrun & Gjølme, Egil Galaaen (2021). Forskning for fremtiden? En oversiktsstudie av empirisk forskning på det norske skolefaget kroppsøving i perioden 2010-2019. Journal for Research in Arts and Sports Education. 5(3), s. 1–33. doi: 10.23865/jased.v5.3100. Fulltekst i vitenarkiv Vis sammendrag

  Artikkelen rapporterer fra en oversiktsstudie av empirisk forskning på skolefaget kroppsøving i perioden 2010–2019. Hovedmålet er å kartlegge hvilke tema forskningen har belyst, samt om – og eventuelt hvordan – forskningstemaene er innrettet mot anvendelse i kroppsøving i grunnopplæringen. Analyse av 116 publikasjoner avdekket fire grupper av forskningstema: læring i faget, undervisning i faget, forskning om faget og andre forskningstema med relevans for kroppsøving. Studiene innenfor de tre første gruppene undersøker tema med innretning mot anvendelse i kroppsøving. Forskning på læring i faget har undersøkt læringsprosesser, motivasjonsforhold og fysisk utvikling, og teoretiske perspektiv innen psykologi og fysiologi dominerer. Forskning på undervisning i faget og om faget er tydelig innrettet mot anvendelse i praksisfeltet, og er oftest studert fra utdanningsvitenskapelige perspektiv. Studier innen andre forskningstema med relevans for kroppsøving undersøker andre samfunnsfenomen enn kroppsøvingsfaglige, og har svak innretning mot skolefaglig anvendelse. Oversiktsstudien viser at forskningen oftest er gjennomført med klare skiller mellom forskere og aktører i praksisfeltet. En overvekt av studiene har hentet data fra de øverste trinnene i grunnopplæringen, mens barnetrinnet i mindre grad er studert. Basert på resultatene anbefaler vi å stimulere til praksisorientert forskning i samspill med praksisfeltet, samt økt bevissthet om å inkludere forskningstema ut fra kunnskapsbehov på barnetrinnet.

• Gerdin, Göran; Philpot, Rod; Smith, Wayne; Schenker, Katarina; Moen, Kjersti Mordal & Larsson, Lena [Vis alle 8 forfattere av denne artikkelen] (2021). Teaching for student and societal wellbeing in HPE: nine pedagogies for social justice. Frontiers in Sports and Active Living. 3. doi: 10.3389/fspor.2021.702922. Fulltekst i vitenarkiv Vis sammendrag

  We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective, and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing.

• Gerdin, Göran; Larsson, Lena; Schenker, Katarina; Linnér, Susanne; Moen, Kjersti Mordal & Westlie, Knut [Vis alle 8 forfattere av denne artikkelen] (2020). Social Justice Pedagogies in School Health and Physical Education – Building Relationships, Teaching for Social Cohesion and Addressing Social Inequities. International Journal of Environmental Research and Public Health (IJERPH). ISSN 1661-7827. doi: 10.3390/ijerph17186904. Fulltekst i vitenarkiv Vis sammendrag

  A focus on equity and social justice in school health and physical education (HPE) is pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society. The aim of the present study was to identify school HPE teaching practices that promote social justice and more equitable health outcomes. Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HPE teachers across schools in Sweden, Norway, and New Zealand. The data were analysed following the principles of thematic analysis. In this paper, we present and discuss findings related to three overall themes: (i) relationships; (ii) teaching for social cohesion; (iii) and explicitly teaching about, and acting on, social inequities. Collectively, these themes represent examples of the enactment of social justice pedagogies in HPE practice. To conclude, we point out the difficulty of enacting social justice pedagogies and that social justice pedagogies may not always transform structures nor make a uniform difference to all students. However, on the basis of our findings, we are reaffirmed in our view that HPE teachers can make a difference when it comes to contributing to more socially just and equitable outcomes in HPE and beyond.

• Smith, Wayne; Philpot, Rod Allan; Gerdin, Göran; Schenker, Katarina; Linnér, Susanne & Larsson, Lena [Vis alle 8 forfattere av denne artikkelen] (2020). School HPE: its mandate, responsibility and role in educating for social cohesion. Sport, Education and Society. ISSN 1357-3322. s. 1–14. doi: 10.1080/13573322.2020.1742103. Fulltekst i vitenarkiv Vis sammendrag

  In a world of increasing diversity in which many established democracies are now consumed by capitalist individualism and protectionist ideals, a focus on equity and social justice is particularly pertinent. For many years, scholars have proposed that schools have the educational responsibility to prepare children for peaceful living in a heterogeneous society and claimed that health and physical education (HPE) activities at school can enhance interpersonal relations, and social cohesion. This paper explores the definition of social cohesion, as well as theories that support its inclusion in school practices before drawing on observational and interview data from of an international project that reveal how HPE teachers across three different countries teach for social cohesion. In our analysis of the data, we employ Allport’s ‘Contact Theory’ (1954) and Pettigrew’s (1998) extension of this theory to conceptualise and interpret the teaching for social cohesion in HPE practice. Within the overarching theme of teaching for social cohesion we present and discuss five sub-themes as examples of the teachers’ pedagogies: (1) a focus on inclusiveness; (2) the inclusion of culturally inclusive practices; (3) building teacher/student and student/student relationships; (4) planning and structuring activities for students to work together in heterogeneous teams while focusing on cooperation; and (5) focusing on personal and social responsibility by encouraging adherence to the principles of fair play and democratically determined rules. We conclude by stating that HPE should be recognised for its role in creating opportunities for constructive social interaction between students of difference, which can contribute to greater inclusion, social cohesion and ultimately social justice in society.

• Bjørke, Lars & Moen, Kjersti Mordal (2020). Cooperative learning in physical education: a study of students? learning journey over 24 lessons. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2020.1761955. Fulltekst i vitenarkiv Vis sammendrag

  Background: Although a review of literature on Cooperative Learning (CL) in Physical Education (PE) has shown that CL can facilitate student learning in all legitimate learning domains for PE [Casey, A., and V. A. Goodyear. 2015. “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. doi:10.1080/00336297.2014.984733], we need further knowledge about student learning which results from the sustained implementation of the model beyond the initial unit. Purpose: This paper draws on 24 lessons of CL over two academic years investigating students’ learning journey through (a) teachers’ perceptions on students’ learning journey through CL, and (b) students’ experiences of their learning journey through CL. Method: The study is part of a larger participatory action research project and follows students through four related six-week interventions in PE. The study draws on different data sources such as interviews, observation notes and the researcher’s reflective diary in order to acquire an in-depth understanding of students’ learning journey. Through first author’s close presence throughout the project, Lars was very familiar with the data. Hence, the analysis adopted an abductive approach [Alvesson, M., and K. Sköldberg. 2018 Reflexive Methodology: New Vistas for Qualitative Research. 3rd ed. Los Angeles, CA: Sage] in which the empirical data were examined with the aid of pre-established theoretical concepts. Findings: Three themes emerged from the analysis. The first, ‘shifting attitudes’ highlighted how students changed their attitudes towards CL from being reluctant to positive. The second, ‘the influence of having learning objectives’ shows that working systematically with learning objectives over time, helped students understand that physical education is, in fact, a subject for learning. The final theme, ‘social- and emotional learning’, identified aspects of students’ learning that eventually results in all students being capable of working alongside their peers to master academic tasks in physical education. Conclusion: After experiencing learning through CL as meaningful, many students developed a positive attitude towards CL and working with their peers in small groups. The paper shows that having learning objectives is something most students appreciate and value. Nevertheless, working with learning objectives must be undertaken systematically over time so that students understand that they are expected to learn in physical education. While other studies have suggested that it took a few weeks for students to work comfortably together [Casey, A., B. Dyson, and A. Campbell. 2009. “Action Research in Physical Education: Focusing Beyond Myself Through Cooperative Learning.” Educational Action Research 17 (3): 407–423. doi:10.1080/09650790903093508], students in this project required up to 17 lessons before they were able to function in their groups. At the same time, all students, with different motor, social, cognitive and affective challenges, can be capable of learning through CL. However, this did not happen by chance, and the teacher must carefully adapt the delivery of the CL model to meet the needs of all students.

• Borgen, Jorunn Spord; Hallås, Bjørg Oddrun; Løndal, Knut; Moen, Kjersti Mordal & Gjølme, Egil Galaaen (2020). Problems created by the (un)clear boundaries between physical education and physical activity health initiatives in schools. Sport, Education and Society. ISSN 1357-3322. 26(3), s. 239–252. doi: 10.1080/13573322.2020.1722090. Fulltekst i vitenarkiv Vis sammendrag

  This article explores the relationship between physical education as a school subject, and physical activity health initiatives in schools. Drawing on curriculum theory and discourse theory we study policy documents related to physical education and school-based physical activity initiatives. We explore the boundaries of knowledge between physical education and physical activity that can be identified in two Norwegian policy documents. We are particularly interested in these documents as ‘texts’ in both the narrow sense, studying statements, words and phrases, and in the broader sense, examining how discourses produce specific understandings, subjectivities and social relations related to physical education and physical activity in school. These analyses and readings lay the foundation for closing discussions and outline of how boundary maintenance and tools for negotiation between physical education and physical activity can be productive for the development of physical education in the future.

• Borgen, Jorunn Spord; Løndal, Knut; Moen, Kjersti Mordal; Aasland, Erik & Lyngstad, Idar (2020). Lærerutdanning i kroppsøving og idrettsfag på masternivå - muligheter og utfordringer. Nordisk tidsskrift for utdanning og praksis. 14(3), s. 58–79. doi: 10.23865/UP.V14.2486. Fulltekst i vitenarkiv Vis sammendrag

  I denne artikkelen undersøker vi fremtidige muligheter og utfordringer i femårige lærerutdanninger i kroppsøving og idrettsfag på masternivået, i lys av kvalitet og relevans for fagfeltet. I undersøkelsen ble det benyttet en kvalitativ tilnærming med to metodiske innganger. Først ble et utvalg på 96 masteroppgaver i perioden 2015–2018 innenfor fagfeltet kroppsøving og idrettsfag brukt for å undersøke hva slags tematikker, teoretiske tilnærminger og metoder som er benyttet i masteroppgavene. Med bakgrunn i denne undersøkelsen ble det gjennomført en workshop med et utvalg lærerutdannere for å få innsikt i hva de oppfattet som fremtidige muligheter og utfordringer i femårig lærerutdanning i fagfeltet. Analysen av masteroppgavene viser at forskning angående meninger, oppfatninger og forståelser av kroppsøving og idrettsfag i skolen er gjennomgående tematikker. Relativt få oppgaver belyser begreper, teorier, praksiser eller didaktikk i profesjonsfeltet. Resultatene fra workshop viser at lærerutdannere identifiserer strukturelle utfordringer og adresserer et behov for mer praksisnærhet og (yrkes-)relevans i fremtidige masteroppgaver. Kompetansebehov blant lærerutdannere som veiledere trekkes også fram som en utfordring. På bakgrunn av undersøkelsen ser vi et behov for at mer utdanningsvitenskapelige perspektiver vektlegges i fremtidige masteroppgaver for å tilføre fagfeltet relevante og nye kunnskapsbidrag.

• Linnér, Susanne; Larsson, Lena; Gerdin, Göran; Philpot, Rod; Schenker, Katarina & Westlie, Knut [Vis alle 8 forfattere av denne artikkelen] (2020). The enactment of social justice in HPE practice: How context(s) comes to matter. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2020.1853092. Fulltekst i vitenarkiv Vis sammendrag

  For more than 40 years, health and physical education (HPE) academics in universities and teacher education colleges have drawn attention to issues of social justice specific to the context of PE and advocated for teachers in fields, gymnasiums and other physical activity spaces to do a better job of promoting more equitable outcomes for all students. Building on this advocacy, in the late 1990s, countries such as Sweden, Norway and New Zealand designed HPE curricula that address social justice. However, limited research has focused specifically on the enactment of social justice in HPE practice. Drawing on a larger international project involving Sweden, Norway and New Zealand the aim of this article is therefore to explore the constitution of social justice pedagogies across these three different HPE contexts and more specifically how HPE teaching practice may be understood from regulative, normative and cultural perspectives on social justice. The data reported on in this paper were generated from educational acts, curriculum documents, observations of HPE lessons in each of the three countries and follow-up teacher interviews. In order to analyse the data, we employed Scott’s (2008. Institutions and organizations: Ideas and interests (3rd ed). Sage) institutional theory to further understand and discuss the enactment of social justice across the three different countries in HPE practice. In our representation and analysis of the findings we draw attention to how social justice pedagogies are informed differently by institutionalised governing systems and therefore they may be enacted differently by teachers in different societies. In particular, we highlight the influence of (i) regulative; (ii) normative; (iii) cultural-cognitive elements on practice. We conclude by pointing out the complex interplay between regulative, normative and cultural-cognitive elements that both enable and constrain HPE teachers’ enactments of social justice in HPE practice.

• Standal, Øyvind Førland; Moen, Kjersti Mordal & Westlie, Knut (2020). «Ei mil vid og ein tomme djup»? – ei undersøking av innhald og undervisning i kroppsøving på ungdomstrinnet i Noreg. Journal for Research in Arts and Sports Education. 4(1), s. 34–51. doi: 10.23865/jased.v4.1749. Fulltekst i vitenarkiv Vis sammendrag

  Hensikta med denne artikkelen er å undersøke om og eventuelt på kva måtar kroppsøvingsfaget kan skildrast som «ei mil vid og ein tomme djup». Artikkelen går dermed inn i ein aktuell skulepolitisk kontekst som vektlegg djupnelæring og konsentrasjon om kjerneelement i fag. På bakgrunn av ei miksa-metodestudie der vi har gjort ei spørjeundersøking blant elevar og fokusgruppeintervju med lærarar viser vi at faget ser ut til å vere prega av eit snevert utval av aktivitetar og ein tradisjonell undervisningsmetode. Samstundes ser vi at lærarar og elevar oppfattar at sosiale og emosjonelle kompetansar er viktige i faget. Sett i samanheng med både nasjonal og internasjonal forsking på kroppsøving tyder undersøkinga vår på at undervisninga i kroppsøving er prega av det Sawyer (2014) kallar instruksjonisme: lærarstyrt overføring av kunnskap og ferdigheiter. Likevel er det grunn til å diskutere kva djupnelæring i kroppsøving betyr og om det er rett å knytte dette til utvalet av aktivitetar i faget.

• Westlie, Knut & Moen, Kjersti Mordal (2020). Kroppsøvingslæreren som en inkluderende pedagog i skjæringspunktet mellom individ og samfunn. Journal for Research in Arts and Sports Education. doi: 10.23865/jased.v4.1530. Fulltekst i vitenarkiv Vis sammendrag

  Forskning har vist at kroppsøvingsfaget favoriserer enkelte elevgrupper og marginaliserer andre (se f. eks. Dowling, 2016; Fitzpatrick, 2013; Gerdin et al., 2019; Öhman, Almqvist & Meckbach, 2014). Denne artikkelen baserer seg på data fra et internasjonalt forskningssamarbeid mellom forskere fra New Zealand, Sverige og Norge; EDUHEALTH. Prosjektet har som mål, gjennom et «bottom-up» perspektiv, å studere de presumptivt gode eksemplene på kroppsøvingslærere som jobber sosialt inkluderende i faget. Dette er lærere som anerkjenner sosiale bakgrunnsvariabler og sosial ulikhet, og som tar høyde for dette i sin undervisning for å skape inkludering snarere enn utenforskap. Denne artikkelen bygger på observasjon (Critical Incident Technique) og intervju (Stimulated-Recall Interview) med én kroppsøvingslærer i New Zealand. Vi har benyttet Bronfenbrenners utviklingsøkologiske modell som analytisk rammeverk. Våre analyser viser at lærerens inkluderende handlingsvalg i undervisningen springer ut fra faglige refleksjoner basert på kunnskap om elevene i skjæringspunktet mellom individ og samfunn. Våre funn viser med andre ord at inkluderende undervisning er både en praksis og en prosess som krever refleksjon på mikro-, meso-, ekso- og makronivå.

• Borgen, Jorunn Spord; Moen, Kjersti Mordal; Hallås, Bjørg Oddrun; Løndal, Knut & Gjølme, Egil Galaaen (2020). Physical Education and Sport Studies in Norway. I Naul, Roland & Scheuer, Claude (Red.), Research on Physical Education and School Sport in Europe. Meyer & Meyer Sport. ISSN 9783840375392. s. 361–391. Fulltekst i vitenarkiv
• Bjørke, Lars; Standal, Øyvind Førland & Moen, Kjersti Mordal (2020). ‘While we may lead a horse to water we cannot make him drink’: three physical education teachers’ professional growth through and beyond a prolonged participatory action research project. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2020.1799781. Fulltekst i vitenarkiv Vis sammendrag

  Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017 Armour, K. , Quennerstedt, M. , Chambers, F. , & Makopoulou, K. (2017). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society , 22 (7), 799–811. https://doi-org.ezproxy.inn.no/10.1080/13573322.2015.1083000 [Taylor & Francis Online], [Web of Science ®], [Google Scholar], What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi-org.ezproxy.inn.no/10.1080/13573322.2015.1083000) suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education as growth. Against this backdrop, the study evaluated three physical education (PE) teachers’ engagement with a prolonged transformative CPD initiative using participatory action research (PAR) to implement Cooperative Learning. More specifically, the study posed two research questions: ‘How do three PE teachers experience their engagement with a prolonged CPD initiative using PAR?’, and ‘How do their experiences facilitate and/or obstruct development and growth?’ I, the first author, took the role of facilitator, supporting the teachers throughout their journeys. The study draws on data from interviews with the teachers conducted at four points through their journey, from nine professional development workshops and from about 100 pages of my reflective diary. On analysing the data, we identified four themes relevant to understanding the teachers’ journeys: ‘PAR as an educative CPD experience’; ‘experiencing Cooperative Learning as something that “works” – and “costs”’; ‘reconstruction of mis-educative experiences’; and ‘further development and growth’. We found that the tension between previous experiences of teaching PE and new experiences of teaching through Cooperative Learning challenged the teachers’ established knowledge and practices. However, not all experiences were equally educative, and some restricted possibilities for further development and growth. We found that the teachers’ journeys beyond the pedagogical intervention developed along different paths, making the project both educative and non-educative. We acknowledge that education must be understood as a complex endeavour (Quennerstedt, 2019 Quennerstedt, M. (2019). Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society , 24 (6), 611–623. https://doi-org.ezproxy.inn.no/10.1080/13573322.2019.1574731 [Taylor & Francis Online], [Web of Science ®], [Google Scholar], Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society, 24(6), 611–623. https://doi-org.ezproxy.inn.no/10.1080/13573322.2019.1574731), making the directions of teachers’ learning journeys hard to predict.

• Moen, Kjersti Mordal; Westlie, Knut; Gerdin, Gøran; Wayne, Smith; Linnér, Susanne & Philpot, Rod Allan [Vis alle 8 forfattere av denne artikkelen] (2019). Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education. Sport, Education and Society. ISSN 1357-3322. s. 1–14. doi: 10.1080/13573322.2019.1683535. Fulltekst i vitenarkiv Vis sammendrag

  The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called ‘EDUHEALTH’ [Education for Equitable Health Outcomes – The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in this paper were generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand. In our analysis of the data, we employed Nel Noddings ‘Care Theory’ [(1984. Caring, a feminine approach to ethics & moral education. Berkeley, CA: University of California Press; 1997). Pedagogisk filosofi [Philosophy of education]. Oslo: Ad Notam Gyldendal] to study the constitution of relationships and caring teaching in HPE practice. The findings demonstrate that caring teaching is inevitably built on developing good relationships, and that developing such good relationships is a complex process influenced by three key elements. First, teachers have to develop knowledge about their students on a societal, group and personal level; second, teachers have to reflect on the individual, environmental and relational aspects required for building good relationships; and third, teachers have to implement caring teaching strategies, such as planning, caring actions and doing ‘the little things’. Drawing on Nodding’s care theory, we conclude that pedagogies for social justice are enacted when teachers use their own knowledge and knowledge about the students, together with reflection and caring teaching strategies, to arrange a learning environment that promotes inclusion and equitable outcomes for all students.

• Schenker, Katarina; Linnér, Susanne; Smith, Wayne; Gerdin, Göran; Moen, Kjersti Mordal & Philpot, Rod Allan [Vis alle 9 forfattere av denne artikkelen] (2019). Conceptualising social justice – what constitutes pedagogies for social justice in HPE across different contexts? Curriculum Studies in Health and Physical Education. ISSN 2574-2981. 10(2), s. 126–140. doi: 10.1080/25742981.2019.1609369. Fulltekst i vitenarkiv Vis sammendrag

  The paper explores the concept of social justice in Health and Physical Education (HPE) as constituted and addressed across three different countries – Sweden, Norway and New Zealand – and how HPE teaching practices for social justice may be understood from regulative, normative and cultural/cognitive perspectives. Although much has been written about social justice in the field of HPE over the last three decades, there is little research that has examined how teachers operationalise teaching for social justice. Drawing on the experiences and insights gained from an international collaboration project, that sought to address this knowledge gap, this paper examines what constitutes pedagogies for social justice in HPE across different contexts. The aim of this paper is to discuss: (i) our conceptualisation of social justice; and (ii) how this can be understood in relation to HPE practice across different contexts. We conclude that what is regarded as important content for the teaching of social justice varies from one context to another although there are also similar approaches. Additionally, there is much to learn by seeing ‘it’, that is, the nature of social justice and how this is played out in school HPE – from the ‘others’ perspectives’.

• Gerdin, Göran; Philpot, Rod Allan; Larsson, Lena; Schenker, Katarina; Linnér, Susanne & Moen, Kjersti Mordal [Vis alle 9 forfattere av denne artikkelen] (2019). Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand. European Physical Education Review. ISSN 1356-336X. s. 1–18. doi: 10.1177/1356336X18783916. Fulltekst i vitenarkiv Vis sammendrag

  The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitable Health Outcomes – The Promise of School Health and Physical Education’ involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers’ presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens’s concepts of non-affirmative and non-hierarchical education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

• Moen, Kjersti Mordal; Westlie, Knut & Skille, Eivind (2018). The Changing Room in Physical Education as Cross Roads Between Fields and Curricula: The Experiences of Norwegian Students. Sage Open. doi: 10.1177/2158244018818926. Fulltekst i vitenarkiv Vis sammendrag

  With a survey of physical education (PE) among a national representative sample of fifth to tenth grade students (N = 3,226) in Norway, we investigated how students experience the changing room situation in relation to PE classes. Most students find the changing room situation unproblematic, while some report problems. A majority (59.6%) of the students disagreed with the statement “I experience that an adult is looking after us when we change/shower.” It seems PE teachers, especially the male teachers, consider the lesson finished when students move from the gym into the changing room. We question whether we can learn from earlier formal curricula in Norway on how changing room activity was more adequately implemented in accordance with the sociopolitical aspects relevant at the time. Today, these are about Bildung, mentioned in both the general part of the curriculum and the PE curriculum. However, the lack of clarity makes the changing room a contested field, open for struggles of hegemony within fields.

• Moen, Kjersti Mordal & Rugseth, Gro (2018). Perspektiver på kropp i kroppsøvingsfaget i skolen og i faglærerutdanningen i kroppsøving. Journal for Research in Arts and Sports Education. s. 154–168. doi: 10.23865/jased.v2.1052. Fulltekst i vitenarkiv Vis sammendrag

  Skolen blir pekt på som en arena som skal hjelpe barn og unge å håndtere problematikker knyttet til helse og kropp. I kroppsøving skal elevene lære både om kropp og med kroppen. Følelser, erfaringer og meninger knyttet til kroppen og det kroppslige synes å være essensielt i faget. Et sentralt spørsmål blir da hva fremtidens kroppsøvingslærere lærer i sin utdanning for å få kompetanse til å undervise mot slike mål. I denne artikkelen trekker vi frem to teoretiske perspektiver på kropp: kroppen som objekt og kroppen som subjekt. Gjennom en teoridrevet tekstanalyse viser vi hvordan disse perspektivene kommer til syne i styringsdokumenter i skolefaget kroppsøving og i faglærerutdanning i kroppsøving og idrettsfag. Analysen viser at både skolefaget kroppsøving og faglærerutdanningen åpner opp for en bred forståelse av kropp, særlig i formål og innledende tekst. I målformuleringene er det imidlertid mindre tydelig at kropp kan forstås ut i fra ulike teoretiske perspektiver. På bakgrunn av dette diskuterer vi hvordan ulike perspektiver på kropp kan etablere et handlingsrom for fagutvikling innen et inkluderende kroppsøvingsfag som makter å konstruktivt møte og bidra til læring og utvikling hos ulike elever.

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• Moen, Kjersti Mordal & Jordet, Arne N. Nikolaisen (2023). Et anerkjennende kroppsøvingsfag. Cappelen Damm Akademisk. ISBN 9788202763343. 256 s. Fulltekst i vitenarkiv
• Gerdin, Göran; Smith, Wayne; Philpot, Rod; Schenker, Katarina; Moen, Kjersti Mordal & Linnér, Susanne [Vis alle 8 forfattere av denne artikkelen] (2021). Social Justice Pedagogies in Health and Physical Education. Routledge. ISBN 9780367435370. 238 s. Fulltekst i vitenarkiv Vis sammendrag

  This book makes the case that school Health and Physical Education (HPE) can make a unique contribution to young people’s physical, emotional and social health outcomes when teachers of HPE engage in pedagogies for social justice that emphasise inclusion, democracy and equity. Drawing on observations and teacher interviews across Sweden, Norway and New Zealand, the book explores successful school teaching practices that promote social justice and equitable health outcomes. In particular, it draws attention to the importance of building relationships, teaching for social cohesion and explicitly teaching about and acting on social inequities as pedagogies for social justice. The book also argues that context matters and that pedagogies for social justice need to recognise how both approaches to, and focus on, social justice vary in different contexts. This is essential reading for academics and students interested in social justice and working in the fields of education, HPE and teacher education.

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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
• Dølgaard, Anders; Westlie, Knut & Moen, Kjersti Mordal (2025). Elevers opplevelse av kroppsøvingsgarderoben. Fulltekst i vitenarkiv
• Bjørke, Lars & Moen, Kjersti Mordal (2025). The turn from healthism. Teacher educators invention of educational logics of health wihtin PETE in Norway. Fulltekst i vitenarkiv Vis sammendrag

  Over the last decades, health has continuously been subject to debate within physical education (PE) and physical education teacher education (PETE). Scholars focusing specifically on how health is understood and conceptualized within PE and PETE have expressed concerns about how health aspects associated with physical health are being forced ahead of more holistic views. In explaining the confined health understandings, the dominant and prevailing discourse of healthism has been highlighted as particularly salient. In this study we draw attention to how teacher educators in physical education teacher education (PETE) in Norway construe health. Informed by critical discourse analysis (CDA) and Fairclough’s three-dimensional model, we are particularly concerned with how the teacher educators’ language-use reflects the wider social currents of change sweeping through western PETE by reproducing or resisting the dominant logics of healthism. The results display three interdiscursive tendencies: i) The dominant tendency of rejecting healthism, ii) a marginal tendency of reproducing healthism, and iii) an alternative and oppositional tendency of inventing educational logics of health. Our findings thus reveal how PETE, a field that has been characterized by reproduction and stability, is now experiencing a turn from the ideology of healthism. In our discussion we point towards how this potentially implies changes in popular health discourses to something far more comprehensive and inclusive among Norwegian PETE scholars, teachers, and academics.

• Østerlie, Ove & Moen, Kjersti Mordal (2025). [Podkast, krø.no] 68: Artikkelklubben 17 – Rektorers oppfatning av kroppsøving. [Internet]. www.krø.no. Fulltekst i vitenarkiv
• Østerlie, Ove & Moen, Kjersti Mordal (2025). [Podkast, krø.no] 72: Artikkelklubben 21 – Bevegelse som kompetanse i kroppsøving. [Internet]. www.krø.no. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Westlie, Knut (2024). Forskningsdagene 2024: Helse som kompetanse i kroppsøving. Kroppsøving er mer enn trening. Fulltekst i vitenarkiv
• Aasland, Erik; Bjørke, Lars & Moen, Kjersti Mordal (2024). Curriculum reform in Norway: Teachers’ and teacher educators’ perceptions about the current formal Physical Education curriculum. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Bjørke, Lars & Gerdin, Göran Nils (2024). The fourth most important school subject’Norwegian school principals’ perceptions of Physical Education. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Westlie, Knut (2024). Inkludering og tilrettelegging i kroppsøvingsfaget. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal (2024). Anerkjennelse som pedagogisk prinsipp – perspektiver på kroppsøvingsfaget. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Aasland, Erik; Løndal, Knut; Jordet, Arne Hilmar Nikolaisen Jordet; Hovi-Gulowsen, Kathrine & Abeslen, Kristian [Vis alle 9 forfattere av denne artikkelen] (2023). Et anerkjennende kroppsøvingsfag. Fulltekst i vitenarkiv
• Løndal, Knut; Borgen, Jorunn Spord; Moen, Kjersti Mordal; Hallås, Bjørg Oddrun & Gjølme, Egil Galaaen (2023). Forskning for fremtiden? Fulltekst i vitenarkiv
• Amundsen, Marte; Quennerstedt, Mikael & Moen, Kjersti Mordal (2023). The struggle for health! Health as policy, text and discursive practice in PETE in Norway. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Bjørke, Lars (2023). Det viktige kroppsøvingsfaget. s. 33–33. Fulltekst i vitenarkiv
• Amundsen, Marte; Quennerstedt, Mikael & Moen, Kjersti Mordal (2023). Kampen om helse! Helse som tekst, policy og diskursiv praksis i lærerutdanningen i kroppsøving. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Jordet, Arne N. Nikolaisen (2023). Innledning, Et anerkjennende kroppsøvingsfag. Cappelen Damm Akademisk. ISSN 9788202763343. Fulltekst i vitenarkiv
• Bjørke, Lars & Moen, Kjersti Mordal (2023). The Researcher as an Actor: Negotiating the Researchers' Role in Collaborative Research Projects in Physical Education. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Bjørke, Lars (2022). En skolebasert nettverksmodell for fagutvikling i kroppsøving. Fulltekst i vitenarkiv
• Storberget, Ida; Moen, Kjersti Mordal; Westlie, Knut & Amundsen, Marte (2022). Å bli kroppsøvingslærer: Studentenes utdanningsreise. Fulltekst i vitenarkiv Vis sammendrag

  BAKGRUNN I norsk kontekst finnes det lite kunnskap om studentenes utvikling i løpet av kroppsøvingslærerutdanningen. Vi ønsker å svare på følgende problemstilling: «Hvilke perspektiver har studentene på kroppsøvingsfaget, undervisning og læring ved studiestart, og hvordan endres dette underveis i utdanningsløpet?» For å besvare dette fulgte vi 4 studenter fra oppstart på en 3-årige faglærerutdanningen i kroppsøving og idrettsfag, og gjennom studieløpet. METODE Studien ble gjennomført i perioden 2018-2020. Data ble foretatt ved tre stadier i studieløpet; ved oppstart, midtveis og mot slutten. Datagrunnlaget bygger på studentenes skrevne fortellinger (12 stk) samt 3 gruppeintervjuer, og er analysert ved hjelp av tematisk analyse (Braun & Clarke, 2006). For å forstå studentenes reise fra nyslått student til ferdig utdannet profesjonsutøver, har vi vært særlig opptatt av hvilke kunnskapsformer studentene besitter på ulike stadier utdanningen, hvordan kunnskapsgrunnlaget utvikler seg, og hvilke typer av profesjonskunnskap studentene kommuniserer. Til å hjelpe oss å fortolke materialet støtter vi oss på Aristoteles’ (1973/2013) begreper Episteme, Techne og Fronesis. RESULTAT Studien viser at studentens fagforståelse utvikles fra å være endimensjonal og preget av et fysiologisk perspektiv på kroppsøving, til en mer kompleks profesjonsforståelse hvor de trekker inn begreper fra didaktikken underveis i studieløpet. Mot slutten av studiet rommer refleksjonene også begreper fra styringsdokumentene og mangfoldige pedagogiske perspektiver. Forståelsen av lærerrollen endres også fra en disiplinerende lærerrolle der formidling av idrettsfagligfaglig er sentralt, via en forståelse av lærerrollen som veiledende og reflekterende, til å mot slutten å romme mer komplekse pedagogiske perspektiver. KONKLUSJON Våre funn viser at det gjennom utdanningsreisen skjer en utvikling i kunnskapsformene og profesjonskunnskapen studentene kommuniserer i datamaterialet. Studentene viser større praktisk klokskap (fronesis) mot slutten av studieløpet enn tidligere. Som snart ferdigutdannede kroppsøvingslærere viser de større evne til kritisk refleksjon rundt undervisning og lærerrollen, og de gjør nye overveielser på bakgrunn av tidligere erfaringer fra praksis.

• Moen, Kjersti Mordal; Aasland, Erik & Løndal, Knut (2022). Krenkelser og patologier i norsk kroppsøving – en målrettet kunnskapsoversikt over empirisk forskning i perioden 1990-2020. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Bjørke, Lars (2022). Rethinking effective CPD in PE: The perceptions of teachers’ and school owners’. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & S., Fallmyr Synnøve (2022). Ingen i klassen dusjer etter gymtimen: – Vi vil ha egne båser. [Internet]. NRK Nordland. Fulltekst i vitenarkiv
• Borgen, Jorunn Spord; Hallås, Bjørg Oddrun; Moen, Kjersti Mordal; Løndal, Knut; Engelsrud, Gunn Helene & Gjølme, Egil Galaaen (2022). Kroppsøving i skolen. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Eide, Steinnes (2022). Forsker vil ha nakenhet på læreplanen. [Radio]. NRK P1 ettermiddag/morgen. Fulltekst i vitenarkiv Vis sammendrag

  https://radio.nrk.no/serie/nrk-innlandet/sesong/202203/DKIN02004222 https://radio.nrk.no/serie/nrk-innlandet/DKIN01004222

• Moen, Kjersti Mordal; Bjørke, Lars & Westlie, Knut (2022). Nakenhet i gymgarderoben? Ja, takk! Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Fulltekst i vitenarkiv
• Borgen, Jorunn Spord; Løndal, Knut; Moen, Kjersti Mordal; Hallås, Bjørg Oddrun; Engelsrud, Gunn Helene & Gjølme, Egil Galaaen (2021). The formation and central aspects of teaching and learning in Physical Education in a time of reforms. Fulltekst i vitenarkiv
• Roness, Espen & Moen, Kjersti Mordal (2021). Bekymret for kroppsøving: – De som har behov for det vil velge det bort. [Internet]. TV2.no/nyheter. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Bjørke, Lars & Amundsen, Marte (2021). Læreren vet best! Hamar arbeiderblad. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal (2021). Teoretisk og praktisk innføring i tematisk analyse. Fulltekst i vitenarkiv
• Husebye, Birgitte Nordahl; Tangen, Steffen & Moen, Kjersti Mordal (2021). Utviklingsprosesser i kroppsøvingsfaget – implementering og gjennomføring av interessebasert kroppsøving. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Amundsen, Marte (2021). Podcast Ulike perspektiver på kropp og kroppslig læring. [Internet]. https://www.seiletressurs.no/seilet-podkast. Fulltekst i vitenarkiv
• Tollersrud, Emma & Moen, Kjersti Mordal (2020). Sjenanse og bluferdighet. [Journal]. Klassekampen . Fulltekst i vitenarkiv
• Gerdin, Göran; Smith, Wayne; Philpot, Rod; Larsson, Lena; Linner, Susanne & Schenker, Katarina [Vis alle 8 forfattere av denne artikkelen] (2020). Nine pedagogical pillars of social justice in HPE practice. Fulltekst i vitenarkiv
• Bjørke, Lars & Moen, Kjersti Mordal (2020). Det finnes mange muligheter for å drive fjernundervisning i kroppsøving. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Amundsen, Marte & Bjørke, Lars (2020). Elever må også forstå helse som en ressurs vi mennesker har. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal (2020). Key-note: Ulike perspektiver på kropp og kroppslig læring. Fulltekst i vitenarkiv
• Aasland, Erik; Moen, Kjersti Mordal & Mathisen, Gunnar (2020). Et fornyet kroppsøvingsfag - noen fagdidaktiske betraktninger. Bedre Skole. ISSN 0802-183X. 32(1), s. 36–40. Fulltekst i vitenarkiv
• Bjørke, Lars; Amundsen, Marte; Moen, Kjersti Mordal; Teksum, Trude Nordli & Westlie, Knut (2020). «Gym» eller kroppsøving – innholdet er viktigere enn begrepet. Utdanningsnytt.no. Fulltekst i vitenarkiv
• Aasland, Erik & Moen, Kjersti Mordal (2020). Derfor er eksamen i kroppsøving en dårlig idé. Fulltekst i vitenarkiv
• Brattli, Vidar Hammer & Moen, Kjersti Mordal (2019). Kroppsøving og folkehelse. I Skille, Eivind; Vedøy, Ingeborg Barth & Skulberg, Knut Ragnvald (Red.), Folkehelse - en tverrfaglig grunnbok. Oplandske Bokforlag. ISSN 9788275182621. s. 125–140. Fulltekst i vitenarkiv Vis sammendrag

  Folkehelse blir en stadig viktigere del av det faglige innholdet i ulike utdanninger. I denne boka blir leseren presentert for temaet folkehelse. Det skjer først gjennom to introduserende kapitler som definerer folkehelse og beskriver utviklingen av folkehelse i relasjon til blant annet folkehelse- arbeid, helsefremming og livsstilsendringer. Boka har videre spesifikke kapitler som tar utgangspunkt i andre etablerte fagområder og diskuterer hvordan disse står i forhold til folkehelse. Det gjelder områder som kosthold, skole, kroppsøving, idrett, friluftsliv og sykepleie. Hvert kapittel avsluttes med refleksjonsspørsmål studenter og forelesere kan bruke ?som utgangspunkt for diskusjon og videre arbeid. Avslutningskapitlet gir innspill til videre diskusjon og antyder også andre temaer som er aktuelle innen arbeidet med folkehelse. Boka er primært rettet mot førsteårsstudenter ved grunnutdanninger? på høgskoler og på universitet. Målgruppen er studenter som kommer i kontakt med folkehelse som fag for første gang. Dette kan for eksempel være de som tar Bachelor i folkehelse eller folkehelsearbeid, og de som studerer mat og ernæring, kroppsøving, idrett, friluftsliv, sykepleie eller tar lærerutdanning. Men boka er også relevant for andre med interesse for folkehelse og som ønsker å få kunnskap om kombinasjonen av folkehelse og de temaene som er nevnt over. Boka er skrevet av fagpersoner ved høgskoler og universitet som underviser i folkehelsearbeid på ulike utdanninger.

• Moen, Kjersti Mordal & Svendby, Ellen Berg (2019). Knefall for kroppshysteriet eller lære toleranse for mangfold. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Løberg, Kari Skår (2019). Tror dårlig kroppsvask kan skyldes dårlige vaner. [Internet]. NRK. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Løberg, Kari Skår (2019). Dårlig kroppsvask. [Radio]. NRK P1 Dagsnytt. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Andersen, Ida Yasin & Eide, Ingvild Aleksandra (2019). Mobbeombod vil ha vaksne i garderobane. [Internet]. NRK Hordaland P1. Fulltekst i vitenarkiv
• Bjørke, Lars & Moen, Kjersti Mordal (2019). -Ingen skal oppleve å bli valgt sist i gymtimen! [Internet]. https://ung.forskning.no. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Standal, Øyvind Førland (2019). Leder: Kroppsøvingsfaget i bevegelse. Journal for Research in Arts and Sports Education. doi: 10.23865/jased.v5.1870. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Westlie, Knut (2019). Ny kunnskap – verdt å vite? Kroppsøving i Horizon-2020: Education for Equitable Health Outcomes – the School Promise of School Health and Physical Education (EDUHEALTH). Fulltekst i vitenarkiv
• Borgen, Jorunn Spord; Løndal, Knut; Hallås, Bjørg Oddrun; Moen, Kjersti Mordal & Gjølme, Egil Galaaen (2019). What is the problem of unclear boundaries between Physical Education and Physical Activity. The Norwegian Case. Fulltekst i vitenarkiv
• Teksum, Trude Nordli & Moen, Kjersti Mordal (2019). Learning In PE in 1st to 4th Grade From Teachers` Perspective. Fulltekst i vitenarkiv
• Borgen, Jorunn Spord; Løndal, Knut; Lyngstad, Idar; Moen, Kjersti Mordal & Aasland, Erik (2019). Mastergrad i kroppsøving og idrettsfag – fra mulighet til krav. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Westlie, Knut & Skille, Eivind (2018). The Changing-room in Physical Education as Cross Roads between Fields and Curricula: The Experiences of Norwegian Students. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Westlie, Knut; Gerdin, Gøran; Larsson, Lena; Schenker, Katarina & Philpot, Rod Allan [Vis alle 8 forfattere av denne artikkelen] (2018). Researching social justice and health (in)equality across different school health and physical education contexts. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Engelsrud, Gunn; Aasland, Erik; Løndal, Knut; Lyngstad, Idar Kristian & Borgen, Jorunn Spord (2018). Kjære anonym mamma. Ingen barn skal oppleve å være verdt kun en liten strek på en idrettsdag. Din historie viser at hensikten med idrettsdager må etterspørres. Fulltekst i vitenarkiv
• Borgen, Jorunn Spord; Løndal, Knut; Hallås, Bjørg Oddrun; Moen, Kjersti Mordal & Gjølme, Egil Galaaen (2018). The problems created by the (un)clear boundaries between physical education and physical activity in schools. Fulltekst i vitenarkiv
• Hallås, Bjørg Oddrun; Løndal, Knut; Moen, Kjersti Mordal; Borgen, Jorunn Spord & Gjølme, Egil Galaaen (2018). Fysisk aktivitet som metode. VG : Verdens gang. ISSN 0805-5203. s. 33–33. Fulltekst i vitenarkiv Vis sammendrag

  https://www.vg.no/nyheter/meninger/i/BJjVzv/fysisk-aktivitet-som-metode

• Westlie, Knut & Moen, Kjersti Mordal (2018). Nasjonal kartleggingsstudie av kroppsøvingsfaget – fra idé til ferdig rapport. Fulltekst i vitenarkiv
• Borgen, Jorunn Spord; Moen, Kjersti Mordal; Gjølme, Egil Galaaen; Hallås, Bjørg Oddrun & Løndal, Knut (2018). Mer fysisk aktivitet i skolen gir mindre læring. Fulltekst i vitenarkiv

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