Lars Bjørke

• Nilsen, Dag André; Bjørke, Lars; Pensgaard, Anne Marte & Sigurjonsson, Thorsteinn (2026). “There Is a Significant Change!” But Have They Noticed? A Case Study of Perceived Coaching Behaviour After Participating in the Growth Talent Mindsets for Sports Coaches’ Intervention 2.0. International Sport Coaching Journal. ISSN 2328-918X. s. 1–12. doi: 10.1123/iscj.2025-0096. Fulltekst i vitenarkiv Vis sammendrag

  To help coaches create positive training environments, coach education programmes that include behaviour change techniques have been requested. Drawing on mindset theory and the development of wise psychological interventions, the Growth Talent Mindsets for Sports Coaches’ Intervention 2.0 was developed to enhance coaching. This study investigates whether coaches changed their behaviour after the intervention and what those changes entail. Perceived coaching behaviour was defined as the case and investigated with two coaches (one male and one female) and their athlete groups: one group of four athletes (two girls and two boys; M age  = 16.5) and another of five athletes (three girls and two boys; M age  = 14.4). Semistructured interviews were conducted with coaches, and focus groups were held with athletes. The analysis showed that athletes noticed changes in their coaches, which mostly coincided with their perceived changes. Coaches altered their goals of coaching and became more aware of their behaviour, adopting a more holistic approach to athlete development. However, athletes perceive the changes differently, showing challenges when coaches and athletes have different goals for involvement or when the coach’s focus on learning becomes excessive. Overall, the study substantiates that integrating a mindset intervention into coach education can support coaches’ self-motivated change and foster growth-promoting coaching.

• 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
• Bjørke, Lars & Dyson, Ben (2026). Rethinking group processing in cooperative learning in physical eduction. Quest (National Association for Physical Education in Higher Education). ISSN 0033-6297. doi: 10.1080/00336297.2026.2625062. Fulltekst i vitenarkiv
• Esser-Noethlichs, Marc; Bjørke, Lars & Lund, Siv (2025). Bildung encountering core reflection: an outline of a theoretical framework to guide reflective processes in physical education teacher education (PETE). Physical Education and Sport Pedagogy. ISSN 1740-8989. s. 1–15. doi: 10.1080/17408989.2025.2606038. Fulltekst i vitenarkiv Vis sammendrag

  Background: Reflective practice is widely regarded as a key component of physical education teacher education (PETE). However, research has indicated that PETE students’ reflections often remain at a technical level, lacking engagement with broader educational and societal concerns. While the core reflection approach provides a strength-based model to support professional development, it has been criticised for lacking normative direction and societal grounding. Purpose: This paper proposes an extended framework for core reflection by integrating Klafki’s theory of Bildung. We explore how a Bildung perspective can enrich core reflection and better support PETE students in becoming not only reflective practitioners but also ethically aware and socially responsible educators. Theory and Methods: This conceptual paper draws on theoretical insights from Korthagen’s core reflection approach and Klafki’s theory of general Bildung. We present a three-level framework that guides PETE students from identifying core qualities to critically engaging with educational and societal expectations. A fictional case is used to illustrate the framework’s practical application. Findings: Our Bildung-inspired reflection framework consists of three progressive levels: (1) identifying core qualities, (2) positioning them in relation to educational and societal needs and (3) critically reflecting on educational and societal expectations. This structure aims to deepen reflection beyond the individual and technical levels, fostering a dialectical relationship between self and world, in line with the concept of Bildung. Conclusion: By embedding Bildung into reflective practice, the proposed framework broadens the scope of teacher reflection to include ethical, political and societal dimensions of education. It bridges the gap between personal insight and professional responsibility, supporting the development of PETE students as critically aware, ethically grounded and socially engaged educators. Impact Statement: This paper offers a new framework that strengthens reflective practice in PETE by linking core reflection with Bildung. It provides teacher educators with a practical tool for helping future PE teachers connect personal strengths with broader educational and societal responsibilities.

• 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.

• 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.

• 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.

• Bjørke, Lars (2024). "Det enkle er ikke alltid det beste": om ulike forståelser av samarbeidslæring. I Røynesdal, Øystein & Thorjussen, Ingfrid M. (Red.), Kroppsøving i praksis: læreplanbegreper, klasseledelse og undervisningsmetode. Universitetsforlaget. ISSN 9788215063744. s. 177–190. Fulltekst i vitenarkiv
• 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.

• Bjørke, Lars & Quennerstedt, Mikael (2024). Exploring student reflection in physical education practice. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2024.2438057. Fulltekst i vitenarkiv Vis sammendrag

  Background In a recent publication [Bjørke, Lars, and Mikael Quennerstedt. 2023. ‘Reflecting on Student Reflections in Physical Education Practice: Moving Beyond a Theory-and-Practice Divide’. Physical Education and Sport Pedagogy, 1–14. doi:1080/17408989.2023.2281913], we conceptualised how student reflection can be understood in a way that aligns with the practical, situated and embodied nature of physical education. Although this study clarified what reflection can be in physical education practice, new questions have emerged in the wake of our discussions. One such question involves how reflection can be explored methodologically. Indeed, through mapping existing methodologies used to explore student reflection in physical education practice, we identified an urgent need for researchers to develop more coherent and rigorous frameworks for exploring student reflection in physical education practice so that our field can move beyond making educated guesses about the potential role of student reflection in physical education practice and its relationship to education and learning. Purpose The purpose of this article is to suggest and discuss methodological tools to better explore and understand reflection within the context of physical education practice. Methodological considerations By outlining previous methodologies used to explore reflection in physical education, we identified three challenges that need to be addressed in research: (1) foregrounding student reflection as the object of knowledge in research, (2) theoretically opening up for student reflection as situated and embodied, and (3) methodologically delineating and empirically capturing student reflection. We address these three challenges by providing methodological examples of how researchers can position reflection theoretically, formulate research questions, generate and analyse data and make claims about student reflection in physical education practice. We then extend our suggestions and determine their usefulness for teachers interested in learning more about how reflection can make their pedagogical practices more educative. Conclusion We argue that there is an urgent need to foreground student reflection in physical education research and to develop more coherent and rigorous methodologies for empirically exploring student reflection that, over time, allows cumulative knowledge about the why(s), what(s) and how(s) of student reflection in physical education to be built.

• 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.

• Furulund, Jens-Erik & Bjørke, Lars (2024). Samarbeidslæring: En egnet tilnærming for mer inkluderende kroppsøving? Journal for Research in Arts and Sports Education. 8(2), s. 1–19. doi: 10.23865/jased.v8.6327. Fulltekst i vitenarkiv Vis sammendrag

  Forskning viser at kroppsøvingsfaget ikke lykkes med å inkludere alle elever i like stor grad. For å lykkes med inkludering er det derfor nødvendig å utforske nye pedagogiske tilnærminger. Denne studien undersøker hvorvidt samarbeidslæring (SL) som pedagogisk modell kan bidra til å skape et mer inkluderende klassemiljø. Problemstillingen som undersøkes, er: Hvordan erfarer lærer og elever samarbeidslæring som rammeverk for inkluderende praksiser i kroppsøving? Studien er en aksjonsforskningsstudie som strakk seg over seks økter på 120 minutter, i en ungdomsskoleklasse med 20 elever i alderen 15–16 år. For å oppnå en rik forståelse av intervensjonen ble data samlet inn fra flere kilder, inkludert refleksiv dagbok, observasjonsnotater, refleksjonsnotater, elevlogger og undervisningsplaner. Inspirert av en refleksiv tematisk analyse viser vår studie at prinsippene om individuelt ansvar og gjensidig positiv avhengighet var avgjørende i arbeidet med å utvikle inkluderende praksiser i faget. Videre finner vi at spesifikke sosiale mål som følger elevene over tid, og forsterkning av dette gjennom veiledede refleksjoner omkring målene, er sentralt for å skape et mer inkluderende miljø. Selv om studien også viser utfordringer med å skape et inkluderende læringsmiljø, konkluderer vi med at SL kan fremme mer inkluderende praksiser, og bidrar med ny kunnskap om hvordan lærer kan utvikle mer inkluderende praksiser i kroppsøvingsfaget.

• 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.

• Casey, Ashley & Bjørke, Lars (2024). Teachers’ experiences of enacting pedagogical models and models-based practice: a systematic mixed study review. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2024.2415325. Fulltekst i vitenarkiv Vis sammendrag

  Background The shift from traditional, teacher-led methods towards more student-centred approaches in many countries has positioned pedagogical models and Models-based Practice (MbP) as a potential future for physical education pedagogy. Over the last 10–15 years there has been a surge in publications reporting on teachers’ experiences of enacting models. These studies have not, until now, been synthesised. Such a synthesis would allow a richer, more nuanced and holistic understanding of teachers’ experiences of enacting pedagogical models in physical education. This understanding helps to provide a robust evidence base from which to consider the usefulness of pedagogical models and MbP as a future physical education pedagogy. Purpose The purpose of this review is to explore and synthesise teachers’ experiences of enacting pedagogical models in literature from 2010 to 2022. In doing this we set out to answer the question: What are teachers’ reported experiences of enacting pedagogical models and/or models-based practice? Methods This study employed a systematic mixed study approach to analyse empirical examples of qualitative, quantitative, and mixed methods research published between 1st January 2010 and 31st October 2022. The selection process involved a comprehensive search strategy across four databases (SportDiscus, ERIC, Web of Science, Scopus), title and abstract screening, full-text evaluation, the use of the mixed methods assessment tool and a synthesis of the findings from the 91 included studies. Results The findings highlighted five themes related to teachers’ experiences of enacting pedagogical models: (1) developing democratic classrooms through pedagogical models, (2) enacting pedagogical models for professional growth, (3) strengthening student learning within and beyond the physical domain, (4) aligning curricula through pedagogical models, and (5) challenging the current state of physical education through pedagogical models. Results reveal teachers’ efforts to democratise the classroom environment where students, regardless of their ability, were given equal opportunities. This democratisation occurred alongside teachers’ pedagogical growth but was not without its challenges. The review underscores the multifaceted challenges of integrating pedagogical models into diverse educational contexts. Teachers report on the need for investment in professional development and the garnering of other professional support to be able to negotiate and adapt pedagogical models to the curricular aspirations in local contexts. Importantly, the review highlights how many teachers reported that their use of pedagogical models allowed them to extend student learning beyond the physical domain. Discussion The review makes an important, original and innovative contribution to understanding and knowledge in the field by highlighting the potential of pedagogical models to enrich physical education pedagogy by fostering more inclusive, reflective, and dynamic learning environments. It critically examines the barriers in the enactment of pedagogical models, ranging from infrastructural limitations to the intricacies of using pedagogical models in practice. The paper, therefore, highlights the need for supportive frameworks for teachers implementing pedagogical models that emphasises continuous learning and collaboration. In conclusion, we ask if pedagogical models are destined to remain a lofty ideal, or if there is a need to recalibrate our scholarly compass, broadening our research horizons to envisage a more inclusive and diverse future for physical education?

• Esser-Noethlichs, Marc; Lund, Siv & Bjørke, Lars (2024). ‘Facilitating change from within’: investigating students’ experiences of using core reflection in physical education teacher education. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2024.2400069. Fulltekst i vitenarkiv Vis sammendrag

  Background: Reflection plays a pivotal role in professional development, particularly in physical education teacher education (PETE). Research shows that student reflections in PETE often remain at a superficial level, focusing mainly on technical aspects of teaching. However, there’s a need for PETE students to engage in deeper reflections, encompassing social, moral, ethical, or political aspects of teaching. Research goal: This study investigates how PETE students experience core reflection as a pedagogical intervention for their professional development. Theory: Core reflection, a concept developed by Fred Korthagen, bridges the gap between theory and practice in teacher education. It encourages using personal teaching experiences as starting points for reflection, focusing on personality development and the utilization of one’s inner potential. This approach is believed to help student teachers find their personal and authentic teaching style. Method: The study involved 38 PETE students who participated in both theoretical and practical sessions, including a swimming course. These sessions incorporated tasks for facilitating core reflection, based on personal teaching experiences. The data comprised individual written reflections from these students, analyzed using Eggebø’s ‘collective qualitative analysis’ procedure. Results: The analysis revealed four key themes: (1) ‘Same Intentions, Varied Experiences’: This theme highlights the differences in depth and detail of core reflection among students, despite similar initial intentions. (2) ‘A Tool for Awareness’: The tool was found to be effective in helping students develop awareness and recognize their personal strengths and weaknesses. (3) Peer Feedback Helps Understanding Core Qualities’: This theme underscores the importance of peer feedback in identifying personal strengths and bolstering confidence. (4) ‘Being Situated in Realistic Context makes Core Reflection (more) Meaningful’: The findings emphasize the value of learning core reflection within realistic settings, such as school practicums and peer-teaching, to facilitate practical understanding and application. Discussion and conclusion: Core reflection is an effective tool within PETE for promoting systematic reflection, self-awareness, and professional growth. However, it requires sustained effort and integration into educational programs. Future research should explore the long-term effects of core reflection in PETE, especially regarding the development of professional competencies aligned with individual core qualities.

• Bjørke, Lars & Quennerstedt, Mikael (2023). Reflecting on student reflections in physical education practice: moving beyond a theory-and-practice divide. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2023.2281913. Fulltekst i vitenarkiv Vis sammendrag

  Background Although the theory/practice dualism seems difficult to deal with in physical education (PE) practice, this paper posits that there are ways in which teachers can enable students to develop holistic competencies that encapsulate elements of both theoretical and practical knowledge. We therefore seek to rethink the relationship between theory and practice in PE practice and present ways in which PE teachers can connect these forms of knowledge with their students. We do so by looking at one of the historically most favoured means of bridging theory and practice: reflection. Purpose The purpose of this paper is to contribute with knowledge about student reflection in PE practice. First, we discuss the concept of reflection to clarify how student reflection might be understood in the embodied and situated context of PE practice. Then, we reconceptualise reflection in a way that might enable teachers to bridge the gap between theory and practice in new and hopefully fruitful ways with their students. Theory and methods We draw on various theoretical traditions on reflection to present a reconceptualisation of reflection that encapsulates the practical, situated and embodied nature of PE. Theoretical discussion We present the following four key ideas pertaining to reflection that together create a framework for conceptualising student reflection in the PE context: 1) Why reflection is important: a matter of intelligent practice; 2) Students must learn to reflect – in relation to what?; 3) What should students reflect on?; and 4) The how questions: creating conditions for reflections through indeterminate situations. Drawing on these four key ideas, we present an example of how our theoretical discussions can form the following three intertwined principles for a pedagogy of student reflection in PE practice for PE teachers moving beyond a theory-and-practice divide in PE: 1) a pedagogy of becoming through reflection; 2) a pedagogy of reflecting on the plurality of embodied and situated meaning; and 3) a reflective pedagogy of enquiry and discovery. Conclusion Throughout this paper, we argue that students need to learn to reflect, we suggested how reflection could be facilitated and we proposed that the why(s), what(s) and how(s) should be the objects of student reflection in PE. It is necessary to highlight that our suggestions for a pedagogy of student reflection are not complete nor definite but could serve as points of departure for future discussions of student reflection in PE.

• 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.

• Bjørke, Lars & Casey, Ashley (2023). Practising collaboration in model implementation in physical education. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2022.2125945. Fulltekst i vitenarkiv Vis sammendrag

  Background: Over the last two decades, teachers’ use of models has been frequently highlighted as a possible future for physical education. Literature has also shown that collaborations between teachers and researchers can be effective in supporting teachers not only to successfully implement but also sustain their long-term use of models Despite this evidence, the practice of collaboration itself has so far, at best, been an implicit focus for investigation and the ways in which collaborations are practised seem to vary. Purpose: In this paper, we argue that there is a need to move beyond stating that collaborations work and understand more about the different ways collaborations between teachers and researchers might be practised. We do so by presenting three empirical illustrations which represent different collaborative practices and discuss the consequences these have for teachers’ implementation of models. Methods: The empirical illustrations draw on data from teacher interviews, recorded workshops and the first author’s reflective research diary collected over a two-year collaborative project. Through a cyclical and iterative process of analysing the data we identified three ways in which the practice of collaboration was practised: ‘the researcher knows best’, ‘basing learning on the needs of the teachers’ and ‘the end of the beginning’. To further our understanding and discuss the consequences of these practices, we used practice architectures , models-as-specification versus models-as-prescriptionand fidelity to procedure versus fidelity to goals as theoretical concepts. Illustrations: The ‘researcher knows best’ illustration represents a collaboration in which the researcher believes they know best about what the teachers should learn and what they would benefit from most. Hence, the researcher provided knowledge about how and why pedagogical models could be implemented, without consulting the teachers. The second illustration, ‘basing the learning on the needs of the teachers’ investigates how the researcher tried to learn from their on-going experiences and adjust the way they approached the collaboration with the teachers, to increase the level of teacher autonomy. The third illustration, ‘the end of the beginning’ shows a collaboration in which the researcher deliberately took a more peripheral role. This allowed the teachers to decide both on what they needed to learn and how this could be achieved. Conclusions: Although our theoretical concepts allowed us to problematize different aspects of all these practices, it is not our ambition to say that there is a right or wrong way of working together to enable teachers to implement models. Indeed, we suggest that to collaborate is something that needs to be continuously practised by both teachers and researchers to respond to the different needs at different times in the process of collaboration. In conclusion, we suggest that planning for collaborations that; (1) allow models to be considered as specifications for practices and (2) allow fidelity to be considered in relation to the overall purpose of the model, could serve as two guiding principles for future collaborations.

• Bjørke, Lars (2023). Aksjonsforskning: Velegnede tilnærminger for utforskning av nye pedagogiske praksiser (?). I Øien, Ola Buan; Heggernes, Sissil Lea & Karlsen, Anne Mette Færøyvik (Red.), Flerstemmige perspektiver i norsk utdanningsforskning. Spenninger og muligheter. Cappelen Damm Akademisk. ISSN 9788202817985. s. 169–187. Fulltekst i vitenarkiv
• Bjørke, Lars (2023). Samarbeidslæring - en pedagogisk modell for anerkjennende samspill i kroppsøving, Et anerkjennende kroppsøvingsfag. Cappelen Damm Akademisk. ISSN 9788202763343. s. 230–249. 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.

• 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.

• 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.

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• Hansen, Per Øystein & Bjørke, Lars (2026). Organisasjonsutvikling i toppidretten: Storhamar-prosjektet. Cappelen Damm Forskning. ISBN 9788202916046. doi: https:/cdforskning.no/cdf/catalog/view/282/1599/14658. Fulltekst i vitenarkiv Vis sammendrag

  The literature on leadership of and in elite sport organizations have, to this day, primarily focused on dyadic forms of leadership – especially in the coach-athlete relationship. There are very few studies that specifically investigate the role of leadership in developing the elite sport organization. The present chapter presents findings from an organizational development project in Storhamar Håndball. The organizational development project was initiated by the board, and the main purpose was to improve the organization and its leadership to achieve international success. The planning and execution of the project were assisted by the authors and designed as an action research project. Using the concept of sensemaking, the chapter illustrates how different understandings of the organization, and its ambitions are dependent upon what role the actors have within and outside the club. A key finding is how tensions between voluntarism and professionalization

Se alle arbeider i NVA

• Bjørke, Lars & Casey, Ash (2026). Stundets' voiced experineces of pedagogical models and/or models-based practice. Fulltekst i vitenarkiv
• Bjørke, Lars (2026). Elevers erfaringer med modellbasert praksis. Fulltekst i vitenarkiv
• Dyson, Ben; Lee, Yongjin; Bjørke, Lars & Fowler, Judy (2026). High school students’ experiences and perspectives of group processing in physical education classes. 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.

• Bjørke, Lars (2025). Samarbeidslæring - en introduksjon. Fulltekst i vitenarkiv
• Bjørke, Lars & Dølgaard, Anders (2025). 'Hope in the hanging snore?': Om lærerstudenters erfaringer med modellbasert praksis i lærerutdanningen. Fulltekst i vitenarkiv
• Fjellner, Robin; Barker, Dean & Bjørke, Lars (2025). 395 (Scandinavian Article Club) Models Based Practice - Playing with Research in Health and Physical Education. Fulltekst i vitenarkiv Vis sammendrag

  Listen to this episode from Playing with Research in Health and Physical Education on Spotify. In this episode Robin Fjellner & Dean Barker talk about pedagogical models in PE along with Dr. Lars Bjørke who is an associate professor at University of Inland Norway. They start by mentioning how they got to know models and then go into different aspects such as how models may be used and what models become relevant from a didaktik perspective.A truly Scandinavian analysis of models!

• Østerlie, Ove & Bjørke, Lars (2025). [Podkast, krø.no] Artikkelklubben 19 – Refleksjon i kroppsøving. [Internet]. www.krø.no. Fulltekst i vitenarkiv
• Bjørke, Lars (2025). Understanding and exploring students situated, practical and embodied reflection in PE practice. Fulltekst i vitenarkiv
• Østerlie, Ove & Bjørke, Lars (2025). [Podkast, krø.no] Artikkelklubben 20 – Modellbasert praksis i kroppsøving. [Internet]. www.krø.no. Fulltekst i vitenarkiv
• Hansen, Per Øystein & Bjørke, Lars (2024). «Storhamar-prosjektet»Organisasjonsutvikling i toppidretten. Fulltekst i vitenarkiv
• Bjørke, Lars & Casey, Ashley (2024). Teachers’ Perceptions of using Pedagogical Models and Models-based Practice: A Systematic Mixed Study Review. Fulltekst i vitenarkiv
• Nilsen, Dag André; Bjørke, Lars; Pensgaard, Anne Marte & Sigurjonsson, Thorsteinn Josef (2024). A case study of perceived change in coaching behaviour after participating in the “Growth Talent Mindsets for Sports Coaches’ Intervention”. Fulltekst i vitenarkiv
• Bjørke, Lars (2024). Samarbeidslæring i praksis. 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
• Bjørke, Lars & Quennerstedt, Mikael (2024). Å forstå og undersøke elevrefleksjon i kroppsøving. Fulltekst i vitenarkiv
• Bjørke, Lars & Quennerstedt, Mikael (2023). Reflecting on student reflection in PE practice – moving beyond a theory and practice divide. Fulltekst i vitenarkiv
• Bjørke, Lars (2023). Samarbeidslæring - et rammeverk for anerkjennende samspill i kroppsøving. 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
• Moen, Kjersti Mordal & Bjørke, Lars (2023). Det viktige kroppsøvingsfaget. s. 33–33. Fulltekst i vitenarkiv
• Bjørke, Lars (2023). Hvordan kan elevrefleksjon forstås i kroppsøvingspraksis, og hvordan kan dette undersøkes metodologisk? Fulltekst i vitenarkiv
• Bjørke, Lars (2023). Samarbeidslæring: Mer enn å dele inn i to lag. Fulltekst i vitenarkiv
• Bjørke, Lars (2023). "Husker du meg? Inkluderende kroppsøving". Fulltekst i vitenarkiv
• Bjørke, Lars (2023). Om samarbeidslæring i kroppsøving. 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
• Esser-Noethlichs, Marc; Bjørke, Lars & Lund, Siv (2023). Bildung encountering core refection in physical education teacher education (PETE): Exploring the potentials and limitations of core reflection to promote professional development. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Bjørke, Lars (2022). En skolebasert nettverksmodell for fagutvikling i kroppsøving. Fulltekst i vitenarkiv
• Esser-Noethlichs, Marc & Bjørke, Lars (2022). Core reflection, a way of ”doing Bildung”? En didaktisk modell for å fremme kroppsøvingsstudenters profesjonelle utvikling. Fulltekst i vitenarkiv
• Esser-Noethlichs, Marc & Bjørke, Lars (2022). Bildung encountering core reflection; a theoretical framework to guide professional development in physical education teacher education. Fulltekst i vitenarkiv Vis sammendrag

  In our paper, we present a new theoretical framework to guide and promote PETE students’ professional development during pre-service education. We developed our framework in the juncture between the concepts of Bildung (Klafki, 2007) and core reflection (Korthagen, 2003). In short, Bildung refers to the lifelong process of becoming increasingly self determined, morally reasonable, and actively contributing citizen, while Fred Korthagen’s core reflection approach is a model that aims at enabling teachers to use the potential of one’s personal core qualities. While Bildung is an important, yet complex theoretical construct, Korthagen’s core reflection offers a more concrete approach to promote students’ professional development. Both approaches are interested in creating a meaningful relationship between theory and practice. As we will argue, developing a framework in which these concepts supplement each other allows a new way of supporting PETE students’ professional development. In the presentation, we will present our didactical model, and its practical implications for PETE.

• Bjørke, Lars & Casey, Ashley (2022). Practising collaboration in model implementation in physical education. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Bjørke, Lars (2022). Rethinking effective CPD in PE: The perceptions of teachers’ and school owners’. Fulltekst i vitenarkiv
• Bjørke, Lars (2022). Barn og unge kviser seg for å dusje sammen. [TV]. NRK Helgemorgen. Fulltekst i vitenarkiv
• Bjørke, Lars (2022). Samarbeidslæring i kroppsøving. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Bjørke, Lars & Westlie, Knut (2022). Nakenhet i gymgarderoben? Ja, takk! Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Fulltekst i vitenarkiv
• Aasland, Erik & Bjørke, Lars (2021). Hva er god kroppsøving? [Internet]. Utdanningsforbundet - lærerrommet (podcasts). Fulltekst i vitenarkiv
• Bjørke, Lars (2021). Bør gymfaget fornyes? [TV]. NRK Dagsnytt. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Bjørke, Lars & Amundsen, Marte (2021). Læreren vet best! Hamar arbeiderblad. Fulltekst i vitenarkiv
• Aasland, Erik & Bjørke, Lars (2021). Kroppsøvingsfaget – nye praksiser og muligheter. Fulltekst i vitenarkiv
• Østerlie, Ove & Bjørke, Lars (2021). [Podcast, krø.no] Alternative undervisningsmetoder i kroppsøving. [Internet]. www.krø.no. Fulltekst i vitenarkiv
• Bjørke, Lars (2021). Samarbeidslæring i kroppsøving. Fulltekst i vitenarkiv
• Bjørke, Lars (2021). [podcast, SANS] Samarbeidslæring og dans. [Internet]. www.dansepraksis.no. Fulltekst i vitenarkiv
• Bjørke, Lars (2021). [podcast]'While we may lead a horse to water we cannot make him drink' - A participatory action research project. [Internet]. Playing with research in health & physical education podcast. 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
• Bjørke, Lars (2020). Kroppsøvingspodden: Episode 7. Lars Bjørke om forskning på samarbeidslæring. 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
• Bjørke, Lars (2019). Studenters læring gjennom et toårig aksjonsforskningsprosjekt. Fulltekst i vitenarkiv
• Bjørke, Lars (2019). 'Learning takes time': Investigating students' learning throguh a two-year Cooperative Learning project. 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
• Bjørke, Lars (2018). Kroppsøvingslæreren: 'Den som tror den er ferdig utlært er ikke utlært, men ferdig'. Om læreres karrièrelange læring. Fulltekst i vitenarkiv
• Bjørke, Lars (2018). Samarbeidslæring i kroppsøving. Fulltekst i vitenarkiv
• Bjørke, Lars (2018). Utviklings av kroppsøvingslæreres praksis - et aksjonsforskningsprosjekt på mellomtrinnet. Fulltekst i vitenarkiv
• Bjørke, Lars (2018). Action research for changing practice in PE. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Brattli, Vidar Hammer; Westlie, Knut; Bjørke, Lars & Hagen, Krister (2016). Tiltaket fysisk aktivitet er ikke kroppsøving. Utdanning. ISSN 1502-9778. s. 44–44. Fulltekst i vitenarkiv
• Bjørke, Lars; Brattli, Vidar & Moen, Kjersti Mordal (2015). Status på kroppsøvingsfaget: Et pilotprosjekt i Elverumskolen 5.-10. trinn. Fulltekst i vitenarkiv
• NRK, P1 Hedmark og Oppland & Bjørke, Lars (2013). Aktive ungdommer har bedre psykisk helse. [TV]. https://www.nrk.no/ho/flere-ungdommer-far-psykiske-plager-1.. Fulltekst i vitenarkiv
• Bjørke, Lars (2013). Karakteristika av ungdom med og uten psykiske problemer, utvikling fra 2001 til 2009 . Fulltekst i vitenarkiv
• Moen, Kjersti Mordal; Westlie, Knut; Bjørke, Lars & Brattli, Vidar Hammer (2018). Når ambisjon møter tradisjon En nasjonal kartleggingsstudie av kroppsøvingsfaget i grunnskolen (5.–10. trinn). Universitetet i Innlandet. ISSN 9788283800265. Fulltekst i vitenarkiv Vis sammendrag

  Studien er basert på en surveyundersøkelse i Norge som omfatter elever (N=3226), lærere (N=139) og skoleledere (N=46) og deres opplevelse av, og meninger om kroppsøvingsfaget. Studien viser at de fleste elevene liker seg godt på skolen. Flertallet av elevene rapporterer at de liker kroppsøvingsfaget godt, men dette avtar med økende alder. Gutter liker kroppsøvingsfaget bedre enn jenter. Innholdet i undervisningen har mye fokus på ballspill og grunntrening. Dans og moderne aktiviteter får liten plass. Instruksjonsmetoden dominerer. Studien finner utfordringer knyttet til garderobesituasjonen i kroppsøving, særlig bråk og tidsbruk. I vurderingsarbeidet vektlegges innsats, men det er noe usikkerhet knyttet til hvorvidt elevenes forutsetninger blir trukket inn i vurderingen. Grunnleggende ferdigheter har ingen tydelig plass i kroppsøvingsundervisningen. På bakgrunn av funn fra studien diskuteres særlig to hovedområder: 1) «Kroppsøvingstimen» herunder innhold, undervisningsmetoder, svømming, grunnleggende ferdigheter, karaktersetting og vurdering, samt garderobesituasjonen. 2) «Kroppsøving i dag og i morgen» knyttet til inkludering og livslang bevegelsesglede. Rapporten kan være relevant for lærere, studenter, lærerutdannere, forskere og politikere for framtidig fagutvikling. Studien kan også bidra til at lærere identifiserer aktuelle utfordringer i sin lærerhverdag med tanke på utvikling av egen undervisningspraksis. I tillegg håper vi studien kan inspirere til videre kvantitative og kvalitative forskningsprosjekter innen kroppsøving. Emneord: innhold, læreplan, undervisningspraksis, vurdering, grunnleggende ferdigheter, garderobesituasjon

• Moen, Kjersti Mordal; Westlie, Knut; Brattli, Vidar; Bjørke, Lars & Vaktskjold, Arild (2015). Kroppsøving i Elverumskolen. En kartleggingsstudie av elever, lærere og skolelederes opplevelse av kroppsøvingsfaget i grunnskolen. Høgskolen i Hedmark. ISSN 9788276719642. Fulltekst i vitenarkiv Vis sammendrag

  Studien er en surveyundersøkelse i Elverumskolen som omfatter elever (N=751), lærere (N=57) og skoleledere (N=14) og deres opplevelse av kroppsøvingsfaget. Studien viser at de fleste elevene liker seg godt på skolen og kroppsøvingsfaget, men dette avtar med økende alder. Gutter liker kroppsøvingsfaget bedre enn jenter. Innholdet i undervisningen har mye fokus på ballspill og grunntrening. Dans og moderne aktiviteter får liten plass. Instruksjonsmetoden dominerer. Studien finner utfordringer knyttet til garderobesituasjonen, særlig bråk og tidsbruk. Lærerne har kunnskap om læreplanen i kroppsøving, og bruker den i langtidsplanlegging. Lokale læreplaner mangler på en del skoler, særlig på barnetrinnet. I vurderingsarbeidet vektlegges innsats og fysiske tester. Grunnleggende ferdigheter er ikke tydelig i kroppsøvingsundervisningen. Studien peker dermed ut to relevante områder for videreutvikling av kroppsøvingsfaget; innhold i kroppsøvingsundervisningen og realisering av styrende dokumenter. Studien kan bidra til at lærere identifiserer aktuelle utfordringer i sin lærerhverdag med tanke på utvikling av fremtidige aksjonsforskningsprosjekter i kroppsøving i Elverumskolen.

• Bjørke, Lars & Hartz, Ingeborg (2013). Ungdom, fysisk aktivitet og psykisk helse: karakteristika av ungdom med og uten psykiske problemer, utvikling fra 2001 til 2009. Universitetet i Innlandet. Fulltekst i vitenarkiv Vis sammendrag

  I Folkehelsemeldingen for 2013 omtales psykisk helse og fysisk aktivitet som to av vår tids største folkehelseutfordringer blant unge. Studier har vist at fysisk aktivitet kan være positivt både i behandling og forebygging av psykiske plager, men kunnskapen er mangelfull. Særlig vet vi mindre om sammenhenger blant ungdom. Formålet med studien var «å karakterisere ungdom med og uten psykiske plager med hensyn på ulike former for fysisk aktivitet, og andre faktorer fordelt på kjønn» og «å studere trender i ungdoms psykiske helse og aktivitetsmønstre fra 2001 til 2009». Studien tar utgangspunkt i ungdomsundersøkelsene fra 2001-2004, hvor totalt 15,764 ungdommer besvarte spørsmål om blant annet helse, fysisk aktivitet og livsstil. Totalt ble 258 ekskludert fra studien. I 2009 gjennomførte Hedmark Fylkeskommune undersøkelsen på nytt med 1,336 elever. HSCL-10 ble brukt som mål på psykisk helse, hvor en score lik eller over 1.85 ble betraktet som symptomer på psykiske plager. Mål på fysisk aktivitet ble sett i forhold til myndighetenes minimumsanbefaling for fysisk aktivitet, antall timer og ganger fysisk aktivitet per uke samt en rekke ulike former for fysisk aktivitet. Totalt viste studien at om lag 18% av norske tiendeklassinger hadde symptomer på psykiske plager i 2001-2004. Fra 2001 til 2009 er det en negativ utvikling i forekomsten av psykiske plager blant tiendeklassinger i Hedmark, hvor 15% rapporterte om psykiske plager i 2001 mot 25% i 2009. Totalt rapporterer 41% at de følger myndighetenes anbefaling for fysisk aktivitet. Studien viste at gruppen uten psykiske plager var mer fysisk aktive enn de med psykiske plager. Dette viste seg både i forhold til myndighetenes minimumsanbefaling for fysisk aktivitet, antall timer og ganger per uke og ulike former for fysisk aktivitet. Unntakene var ridning og friluftsliv sommertid hvor det var større andeler blant de med psykiske plager som var regelmessig aktive. Fra 2001 til 2009 er det en økning for begge grupper i aktivitetsnivå. Studien viste at gutter rapporterte at de var mer fysisk aktive enn jenter, men fra 2001 til 2009 er det kun en økning i aktivitetsnivå blant jenter. Rundt 6 av 10 tiendeklassinger satt 3-5 timer eller mer stille foran TV, video og/eller PC hver dag utenom skoletid i 2001. De med psykiske plager satt mer i ro enn de uten psykiske plager. Fra 2001 til 2009 økte andelen som satt i ro 3-5 timer eller mer fra rundt 60% til 72% blant ungdom i Hedmark. De med psykiske plager oppgir at de røyker mer, drikker mer, har flere fysisk smerter, har opplevd flere negative livshendelser, mener deres familie har dårligere råd og vurderer sin egen helse som dårligere sammenlignet med de uten psykiske plager. Forekomsten og utviklingen av psykiske plager blant norske ungdommer tilsier at det er et stort og voksende folkehelseproblem. I studien kommer det fram at de med psykiske plager er mindre fysisk aktive enn de uten psykiske plager. Dette ser man i forhold til andel som oppfyller myndighetenes anbefaling for fysisk aktivitet, og gjenspeiles i alle aktivitetsformer med unntak av friluftsliv på sommerstid, ridning og stillesittende atferd. Uavhengig av psykisk helse og kjønn, er aktivitetsnivået blant norske ungdommer for lavt samtidig som den stillesittende atferden er høy. Utviklingen fra 2001-2004 til 2009 tilsier at en større andel følger minimumsanbefaling for fysisk aktivitet, men tendensen er tydeligst blant de uten psykiske plager. En større andel blant jenter som oppgir at de følger minimumsanbefalingen, utgjør hele denne økningen. Samtidig som flere følger minimumsanbefalingen, øker stillesittende atferd uavhengig av psykisk helse og for begge kjønn.

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