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Two key value issues in youth sports development intersect in this article: 1) gender equality, and 2) the opportunity for youths to voice their concerns about their own participation. The purpose is to explore ?gender equality? as a topic of deliberation in Swedish youth sport, and specifically young sports person?s possibilities for speaking out about gender equality issues. The article draws on material from an interview study with 17 leaders and coaches, and 24 teenage athletes, with a particular attention on a focus group interview with three young badminton players. The findings indicate a dominating discourse about sport and gender that may contribute to undermine both the legitimacy of gender equality efforts and the opportunity for youths to voice their concerns. According to most leaders and coaches in the study, no problems with gender equality exist. However, some of the athletes voice experiences of injustice in their sports participation. At the same time, they indicated that talking about perceived injustice can be problematic in a sporting context. The article concludes that that there is ample room for creating opportunities for young athletes to systematically voice their concerns about their own participation, for example concerning gender (in)equality.

Background Movement learning has been thoroughly investigated in the area of motor learning research. Although existing studies have contributed to substantial understanding of motor learning, many have been criticized for their reliance on experimental designs where learning is decontextualized, simplified, and investigated in laboratory settings. Researchers have claimed that motor learning theories emanating from such studies are grounded on a dualistic approach to learning and that the theories are often difficult to apply in educational settings. More pedagogically-inspired studies of movement education have investigated movement learning but the majority of this research has focused on teaching. This focus has left the process of learning somewhat unexplored. There is thus a need for empirical studies that investigate students’ learning processes in educational contexts. Purpose The aim with this study is to explore, analyze and understand how learners develop their movement capability when they are provided opportunities to choose different ways of learning activities. Theory and method We combine Ryle’s and Polanyi’s ideas concerning practical knowledge with Hirst’s and Carlgren’s idea of knowing as familiarity with a landscape. Ryle’s notion of ‘intelligent practice’ is used in thinking of the kinds of actions individuals might engage in. Characterizing features of intelligent practice includes: being sensitive to one’s own actions, changing one’s behaviour as the result of mistakes, and profiting from the examples of others. We understand the development of movement capability as continuously expanding one’s ability to discern nuances and their relationships. This perspective fits well with Polanyi’s notion of focal and subsidiary awareness. Taken together Ryle’s, Polanyi’s, Hirst’s and Carlgren’s notions related to knowing and learning inform our perspective on learning in movement education. Based on this perspective on knowing and learning an action-oriented study was conducted. The researchers created pedagogical modules and collaborated with teachers and university educators to develop learning sequences in line with the needs of their respective groups. With each group, we produced data based on video and field notes. Three successful learners were chosen and followed in-depth with regard to their learning actions. Findings The findings show the learners’ varying ways of exploring a movement landscape as: playing around in the terrain; checking the map; investigating one chosen path; occupying the vantage point; imitating; investigating one chosen path; actively observing. The findings suggest that oscillating between varying kinds of learning actions is an additional characterizing feature of ‘intelligent practice’. Discussion The findings demonstrate how the learning of movement capability could occur when providing opportunities to engage in ‘intelligent practice’ while at the same time directing their focal awareness towards what is most beneficial to them. Opposed to a ‘step-by-step’ approach to learning, the learners come to know a movement landscape as extending one’s capability to discern and differentiate details, nuances and their relationships. The findings suggest that it may be beneficial for learners to get opportunities to oscillate between different kinds of learning actions.

Movement learning has become a prominent issue in recent sport pedagogy research, including a particular concern about the new perspectives of movement learning. The turn towards new perspectives is partly spurred by discontent with the conventional perspectives of movement learning. The purpose of the article is to explore a journey into the kinescape of unicycling. The article can be seen as a case study of what it means to learn (how) to unicycle for one student teacher in the midst of a pedagogical research module and with the aid of the Deleuzian notion of a triadic relationship between percepts, affects and concepts. The analysis points to how a student, in the midst of material features such as equipment, the sport hall, other people, and instructional video clips, is mapping connections between concepts (what unicycling can be), percepts (a-ha moments) and affects (what moves him to continue practising unicycling), in ways that allow him to learn to unicycle with astonishing pace. His practising of unicycling is guided by particular strategies for exploration and experimentation that his experiences of board culture offer him. Rather than any general principles of movement learning, of importance here are the particular ways in which kinesio-cultural exploration may offer non-linear resources for movement learning. We conclude that this approach to learning may stimulate pedagogies that are not only effective but also more inclusive because they are more creative and more open than linear approaches to movement learning.

Research about physical education teacher education (PETE) indicates that the education program attracts homogeneous groups of students, consisting mainly of young men originating from the country in question and who have academic backgrounds. The purpose of this article is, through a case study of one Swedish PETE institution, to explore a cohort of 60 students regarding background characteristics (gender, social and migration background) and secondary characteristics (school success, experience of sport and physical activity cultures, and perceived physical ability). The case study indicated that the students have slightly more diverse backgrounds than is found in previous PETE research, but at the same time, they remain fairly homogeneous regarding, e.g. such as school success, the experience of sport and physical activity, and perceived physical ability. Attracting a more diverse group of students does not mean necessarily that the students are equally diverse when it comes to experiences of movement culture, and the abilities and knowledge that they have gained from participation in this culture.

Background: Masculinities are fluid and socially constructed. Physical education is one means by which masculinities are constituted. Some masculinities may be limited through content, activities, ...

The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students’ conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman’s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students’ conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ‘know’ certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students’ levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students’ reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.

Skill development was traditionally seen through a positivist lens. Research was based on mind-body, individual-environment, and performer-skill dualisms, and researchers assumed that universal principles would ensure optimal development. Metaphorically, these assumptions represented a target hitting understanding of skill development. The goal was for the performer to hit the target of optimal performance as reliably as possible. Such an understanding commits researchers and practitioners to practical and methodological approaches. The aim of this paper is to reconsider skill development and think beyond a target hitting metaphor. To achieve this aim, we outline a kinesio-cultural exploration approach to skill development. This approach is based on a metaphoric understanding of skill development as familiarizing oneself with a landscape. Attaining familiarity in movement landscapes, or "kinescapes", requires spending time in these fields, attending to critical aspects, and remaining flexible. From this perspective, skilled performers are qualitatively different to "target hitting" performers.

Several years ago, one of us spent time working with a physical education teacher and his 9th-grade class (pupils aged 15 years) on the west coast of Sweden. The teacher was trialling a new module ...

Research on motor learning frequently reports gender differences. However, there seems to be limited tools in the research with which to make use of these insights in educationally relevant ways. Movement learning and gender are intensely researched in movement education research, but the issues rarely intersect in the literature. The purpose of this article is to shed light on how movement learning and gender norms intersect when students learn to juggle. A pedagogical intervention in two secondary school classes (15–16 year olds) was explored ethnographically. Two composite narratives illustrate how gender norms affected the juggling practise to a different extent in the two classes, indicating that these norms are highly contextual. Learning to juggle seems to include aspects of both ‘doing boy’ and ‘doing girl’, i.e. regarding respectively controlling objects in space and persistent practising. The findings indicate some ways in which teachers can help students transcend traditional gender norms.

peer-reviewed Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for change. Importantly, and despite the ‘newness’ of the terms, ‘pedagogical models’ and ‘Models-based Practice’ (MbP) are beginning to shape the vocabulary of physical education and sport pedagogy. Purpose: To ask what happens if we take some of the ‘good stuff’ associated with models and apply it in a different way while also taking some of the critical points raised towards models into consideration. Put simply, we (as scholars with different views on MbP) want to step off the beaten track to take a road less travelled and engage in a respectful, agonistic debate about the ‘M’ and the ‘P’ in MbP. Key arguments: From a practical perspective, the diversity of the language used in describing models and practices in physical education indicates both a growing excellence and tradition in the field and a degree of confusion. A number of phrases are currently used to identify the same concept with individuals unaware of alternative language use. At the heart of this paper lies the manner in which one interprets the use of the terms ‘model’, ‘practice’ and ‘practise’. Discussion: Given the ‘hope’ inherent in pedagogical model development and implementation, we acknowledge that many of the negative or unintended consequences often arise as a result of the ‘happening’ both in research and in practice. However, by thinking in terms of what it is in students’ actions that teachers and researchers should pay attention to in order for them to see what students learn, and in what direction this learning is developing, we are better able to see the outcomes of using MbP. In this way, the hope embedded in the chosen model, and the happenings teachers or researchers aspire to see, could be better aligned. Modelling and practicing through the focus on adaption and negotiation in various complex contexts has the potential to expand the field more than blueprints that potentially narrow the field. Conclusions: By recognising the dangers inherent in an essentialist notion of models (i.e. by nouning or proper nouning them), and by remembering the roles set aside for teachers in the development of pedagogical models, it is important that the practising of MbP always retains a very real sense of becoming. By continuing to problematize the M and the P, and by engaging in respectful and agonistic debate, we are better able to unite the hope and the happening of MbP

Emotional dimensions of physical education have garnered attention from scholars in the last two decades. Many scholars claim that emotions significantly affect learning and that positive emotions such as joy and pleasure are necessary for continued participation in movement activities beyond the classroom. Much of the existing literature, however, is based on the idea that emotions comprise internal mental states that are retrospectively oriented. In the current paper, we work with alternative principles that can create new understandings of the affective dimensions of PE and specifically, movement learning. We draw on symbolic interactionist principles, framing emotions as multimodal communicative resources that are performed in social contexts. From this perspective, we demonstrate how emotions: (1) can be investigated as part of the production of broader sequences of pedagogical action and (2) relate to issues of knowledge, identity and authority. We present observational material generated with PE teacher education students as they develop movement capability. We focus on three interactional episodes in which fear, joy and resignation are performed by students interacting with either peers or an observing researcher. In each case, we demonstrate how emotions: affiliate or dis-affiliate the actor with the movement knowledge in focus, index an institutionally recognizable identity and influence the subsequent actions of the participants in the interactional sequence. The key thesis developed in the paper is that as symbolic resources, emotions have important consequences for actors within movement learning environments. The paper is concluded with reflections on the implications of the approach for practitioners along with a consideration of questions in need of further scientific attention.

Background Research on physical education (PE) shows a prevalence of narrow and reductionist views on what counts as ability. These views tend to privilege certain students and marginalize others, and often equate ability with technique based sport performance. A lot of research is still directed towards the above problem. However, very few have devoted time and energy to actually resolving this problem. If no alternatives to narrow and reductionist views of ability are presented, then research will struggle to make a difference to the practice of PE. Assuming that movement is a key element in PE, the question of what counts as ability in PE is, we argue, a question of what capabilities a learner needs to develop in order to move in different ways. Investigating what movement capability can mean will provide possibilities for discussing and negotiating the meaning of ability in PE when the learning goal is something other than technique based sport performance. Purpose The aim of this paper is to further advance the knowledge base of what movement capability can mean within the context of PE. By achieving this aim, we intend to challenge narrow views on ability and thereby provide enhanced possibilities for PE to make a difference for students’ abilities through education. Theory and method The process of coming to know something can be seen as exploring, with all senses, a landscape. Exploration involves recognizing details and nuances of the landscape and their relationships to one another. In this investigation we examine what there is to know in the landscape of juggling using Ryle’s and Polanyi’s notions of knowing and learning. In line with a focus on the learners’ perspectives, interviews and observations were conducted with students whilst they were coming to know juggling. Ethnographic-type conversations were used to help students describe what they seemed to know or were aiming to know. Students were invited to write diaries with a focus on their experiences during the learning process, which we hoped could extend our insights regarding the experiential aspects in learning. Findings Findings of the investigation suggest that in the group of students, four significant ways of knowing the landscape of juggling are important: grasping a pattern; grasping a rhythm; preparing for the next throw and catch and navigating one’s position and throwing. The research challenges the narrow view on ability as technique based sport performance by providing examples of what movement capability can mean in terms of knowing a movement landscape alternatively to knowing a specific movement ‘in the right way’.

Background Severe allergy to fruits mediated by a 7 kDa allergen belonging to the gibberellin-regulated protein (GRP) family is known to be associated with Cupressaceae pollinosis. Objective To identify and characterize Cupressaceae pollen allergens involved in GRP-related fruit allergy. Methods Pru p 7-related proteins from pollen of Cupressus sempervirens, Juniperus ashei and Cryptomeria japonica were identified using a rabbit anti-Pru p 7 antiserum, purified chromatographically and sequenced by mass spectrometry and bioinformatic comparisons. The C sempervirens protein was produced as a recombinant allergen in Pichia pastoris. IgE antibody binding to pollen GRP proteins was analysed in a peach allergic (n = 54) and a cypress pollen allergic (n = 88) patient population from southern France using ImmunoCAP. Results In each of the three Cupressaceae species studied, a 7 kDa pollen protein related to Pru p 7 was identified and found to comprise an amino acid sequence of 63 residues in length, 92%-98% identical to each other and 67%-68% identical to Pru p 7. The C sempervirens, J ashei and C japonica GRP allergens have been officially recognized by the WHO/IUIS Allergen Nomenclature Sub-Committee and named Cup s 7, Jun a 7 and Cry j 7, respectively. Recombinant Cup s 7 showed IgE antibody binding capacity comparable to that of the purified natural allergen. Among 51 peach allergic subjects sensitized to Pru p 7, substantially higher levels of IgE to Cup s 7 than to Pru p 7 were found. Further, the pollen protein was able to completely outcompete IgE binding to Pru p 7, while the reverse competition effect was modest, consistent with primary sensitization by the pollen allergen. Conclusion and clinical relevance Pru p 7-related pollen allergens from three Cupressaceae species have been characterized and may become useful for the identification of pollinosis patients at risk of developing severe fruit allergy.

Many countries around the world have experienced neoliberal turns which strongly affected educational systems. In Sweden, for example, the social democratic Welfare State has taken a radical neoliberal turn since the 1990s. A number of school reforms have been carried out and they are described as the most extensive in a hundred years of public schooling. These changes have also affected the subject of Physical Education and Health (PEH). Growing research interest is one of those changes, and PEH has become one of the most explored areas in Swedish physical culture. This article points to some of the new research, identifying and formulating possible educational challenges facing teachers as we move into the 2020s. Central questions are: What characterizes teaching in PEH? What do students learn in the subject? Is there effective evaluation in Swedish PEH?, Muchos países alrededor de mundo han experimentado un cambio neoliberal que ha afectado fuertemente sus sistemas educativos. En Suecia, por ejemplo, el Estado de Bienestar Socialdemócrata se ha transformado radicalmente, desde los años 90, en una dirección neoliberal. Se han llevado a cabo numerosas reformas escolares, descritas como las más extensas en 100 años de educación pública. Estos cambios también afectaron a la Educación Física y Salud (PEH). Hay un creciente interés en este tema y la PEH se ha convertido en una de las áreas más exploradas de la cultura de movimiento sueca. Los propósitos de este artículo son señalar investigaciones recientes, identificar y formular posibles cambios educativos que actualmente enfrentan los maestros, a medida que avanzamos hacia la década de 2020. Las preguntas centrales son: ¿qué caracteriza la enseñanza en PEH? ¿Qué aprenden los estudiantes en esta materia? ¿Hay efectividad en la evaluación de la PEH sueca?, Muitos países pelo mundo vivenciaram uma virada neoliberal que fortemente afetou seus sistemas educacionais. Na Suécia, por exemplo, o Estado de Bem-Estar social-democrata foi radicalmente transformado desde a década de 1990, tomando uma direção neoliberal. Numerosas reformas educacionais foram realizadas, sendo estas descritas como as mais extensas em 100 anos do ensino público. Essas mudanças também afetaram a disciplina Educação Física e Saúde (PEH). Há um crescente interesse acerca desse tema e a PEH se tornou uma das áreas mais exploradas da cultura de movimento sueca. Os objetivos deste artigo são indicar as pesquisas recentes, bem como identificar e formular possíveis mudanças educacionais que professores enfrentam hoje enquanto caminhamos em direção à década de 2020. As questões centrais são: o que caracteriza o ensino em PEH? O que os estudantes aprendem nessa matéria? Existe eficácia na avaliação da PEH sueca?

Research about sport and gender equity has taken various forms in different historical and scientific contexts but a general conclusion is that sport still is male-dominated terrain. Why is this, despite decades of gender equity work and initiatives? Here, answers were sought through interviews with 47 male power holders - leaders and coaches - in Swedish sport. Men from seven sports were interviewed. The aim was to, by means of a Foucauldian discourse analysis, explore how 'gender equity' was interpreted and valued: how do the leaders and coaches position themselves, and how are they positioned, in relation to gender equity? The findings show that four subject positions are articulated: the sceptic, the cynic, the women's rights advocate and the constructionist. The sceptic raises doubts about the reasonableness and fairness of gender equity, the cynic constructs gender equity as something unrealistic or impossible, the women's rights advocate articulates a semi-essential and quantitatively oriented support for gender equity, and the constructionist voice a norm-critical approach. We conclude that the constructionist probably is more aligned with the gender equity objectives of both Swedish and international sport organising bodies than the women's rights advocate, but that more distinct and detailed norm-critical approaches to gender equity are required ahead. A more successful implementation of gender equity initiatives is related to changed interpretations of and attitudes towards the fundamentals of gender equity work among those who are to realise it, but also to clarifications of what 'gender equity' means and why it is important.

Dominant discourses in physical education research center on subject-wide crisis. This is despite repeated calls to address enduring concerns about how physical education is taught. In short, the s...

Nurses have expressed doubts about the ongoing digitalisation of Swedish primary health care. Given the potential role of eHealth in primary health care, including supporting interactive self-management for people with chronic conditions, it is important to highlight nurses' experiences. This study is part of a larger project aimed at implementing person-centred interactive self-management support (iSMS) in primary health care.The aim of this study was to describe Swedish primary healthcare nurses' perceptions of using digital eHealth systems and services to support patient self-management.Focus group interviews were conducted with primary healthcare nurses (n = 20). The interview transcriptions were analysed using qualitative content analysis.Three themes emerged from the content analysis: caregiving in the midst of digital chaos; a lack of overview and control in daily work; and mixed feelings towards digitalisation. Each theme was subdivided into three subthemes.The results of this study provide insight into a number of concerns that stand in the way of success when it comes to the implementation and use of digital technology. If nurses are to adapt to the new policies and practices that accompany the current digitalised development in Swedish primary health care, the concept of a nurse's traditional work role needs to be amended in terms of the scope of work tasks and established views of traditional nursing. The study also highlights the need for more research to enable eHealth systems/services to be designed to fulfil multiple requirements. The digitised systems should be a tool for achieving good quality self-management support as well as giving the primary healthcare nurses adequate resources to support patients' self-management while still maintaining the values associated with person-centred care.

Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account of vita activa to map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration. Purpose: The aim of the paper is to outline a new pedagogical model for physical education: a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model. Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising. Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education.

Inspired by calls for an emphasis on the “potentiality of the present” in feminist and queer (sport) studies, this article explores queering acts, moments, and spaces in stories of athletes living nonstraight. To do this, we use Haraway’s and Braidotti’s notion of figuration and creative analytical writing. With one foot rooted in what is, our three figurations of the queering athlete take us into and beyond heteronormativity to what can be(come). Two figurations enact how sex segregation and gender norms in sports can serve as conditions of possibilities that open up for other-worlds-in-the-making and the third works sexuality against identity and queers the hetero–homo binary. They are figurations—in form and content—of a “science of the possibility of science.”

Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely conside ...

In this article, we present a framework for exploring participation in and social stratification of movement culture based on Pierre Bourdieu?s concept logic of practice. The background to our appr ...

The purpose of this article is to explore physical education (PE) teachers’ content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers’ plan PE teaching, but should be approached as a whole.

The aim of the chapter is to describe and analyse how the ‘doing’ of masculinity has been performed in Sweden over time, and within two cultural contexts—that of organized (mainly competitive) sport, and physical education in school. Situated within the development of the Swedish welfare state, the research shows that the concept and idea of gender equality is largely a hegemonic sociocultural ideal. At the political and sociocultural level, there is an ongoing movement towards gender-neutral ways of constructing and understanding bodies as well as sport and physical education in Sweden. At the same time the research shows that on an interrelational level, this picture is less clear, as physical education teachers, athletes, coaches and others seemingly tend to talk about gender equality as an ideal, but sometimes fail to practise this in day-to-day living. Nevertheless, embedded in and part of social life at large, the chapter argues that relational patterns are, and will hopefully continue to be, greatly influenced by and part of the Swedish welfare system, which by necessity influences men’s choices in contemporary Sweden concerning how to ‘do’ masculinity and physical activity in relation to more gender inclusive configurations.

Studies indicate that sport within youth institutional settings can be beneficial (e.g. learning social skills) or problematic (e.g. social exclusion) depending on how they are structured, delivered and, ultimately, experienced by students. In this article, we examine the experiences of students and staff in an educational sport program at a Swedish all-male youth detention home (ages 16–20) in order to increase understanding of the pedagogical approach of a sports-based program for detained youth. Drawing on interviews with both students and staff, we identify and elaborate four aspects of the program—building a pedagogical platform, 'seeing' and meeting students, creating a supportive environment, and thinking beyond the institution—that were collectively represented to initiate and guide a process of growth and change for students. We discuss how these aspects of the program's pedagogical approach, in contrast to deficiency-based approaches, can provide a useful framework for delivering sport in ways that can benefit detained youth and other young people in socially vulnerable situations. ABSTRACT FROM AUTHOR

There is a substantial body of physical education scholarship focusing on movement learning. The question of how pupils themselves make sense of movement learning has however, largely escaped attention. Answers to such a question would seem to be highly germane if educators are to engage in pupil centered pedagogies. In light of this absence, the aim of this investigation was to describe how movement learners made sense of their own movement development. Drawing on theoretical tenets of Gilbert Ryle (2009. The concept of mind. New York, NY: Routledge) and Michael Polanyi (1969. Knowing and being. Essays by Michael Polanyi . Chicago, IL: University of Chicago Press), three cases from an investigation in which movement learning was occurring are presented. The investigation was conducted during a physical education project week with pupils from an upper secondary school. Data were produced using observations, informal interviews, semi-structured interviews, and research diaries as a group of pupils learned to juggle. The results suggest that: the aspects of moving to which learners attend change as they learn; learners have a relatively limited capacity to verbally articulate what they learn, and; learners ’ expectations of ideal ways of moving have considerable impact on how they come to make sense of their own ways of moving. The practical implications of these points are discussed in the final section of the paper.

Afin de comprendre et de discuter les différences de cultures entre les pays aussi bien dans l’école que dans les pratiques, il est important de prendre en compte le contexte de la situation didactique. Cet article s’ancre dans la tradition suédoise des recherches en didactique de l’éducation physique articulant le sens pratique de Bourdieu et l’idée de « ends-in-view » de Dewey afin d’analyser les points communs et les différences de cultures en éducation physique sans ignorer les aspects individuels et sociaux de l’apprentissage. Cet article s’appuie sur l’éducation physique suédoise comme un exemple montant que ce qui apparaitre identique peut être compris et discuter de manière radicalement différente. In order to understand and discuss differences in Physical Education (PE) cultures between countries as well as between schools and activities, it is important to take contextual aspects of the didactical situation into account. This paper takes its starting point in a Swedish didactics of physical education research tradition and shows how a combination of Bourdieu’s logic of practice and Dewey’s idea of ends-in-view is used to take the similarities and differences in PE cultures into account without ignoring individual and social aspects of learning. The paper illustrates the approach using Swedish PE as an example to show how what appears to look the same can be understood and discussed as something quite different.

SummaryBackground Non-specific lipid transfer proteins (nsLTP) are considered to provoke allergic symptoms to plane tree pollen, which are frequently associated with peach allergy. Objective The objective was to clone the cDNA of plane pollen nsLTP Pla a 3, to characterize IgE-binding and allergenic potency of recombinant Pla a 3 in comparison to its natural counterpart and peach nsLTP Pru p 3. Methods Natural Pla a 3 was purified from plane pollen and analysed by mass spectrometry (MS). Recombinant Pla a 3 was characterized by SDS-PAGE and CD spectroscopy. Specific IgE to extract, components of plane pollen and Pru p 3 was measured by ImmunoCAP in sera of patients allergic to either plane pollen (n = 10), peach (n = 15) or both (n = 15). Biological potency of the proteins was investigated by in vitro mediator release assays and IgE cross-reactivity by competitive ELISA. Results Two Pla a 3 isoforms were identified. Recombinant Pla a 3 showed high purity, structural integrity, IgE-binding capacity comparable to nPla a 3 and biological potency. Sensitization to plane pollen extract was confirmed in 24/25 plane pollen allergics. The frequency of sensitization to Pla a 3 was 53% among patients allergic to both plane pollen and peach and 10% among plane pollen allergics tolerating peach where most patients were sensitized to Pla a 1. Pla a 3 and Pru p 3 showed strong bi-directional IgE cross-reactivity in patients allergic to peach and plane pollen, but not in peach allergics tolerating plane pollen. Levels of IgE-binding were generally higher to Pru p 3 than to Pla a 3. Conclusion Sensitization to Pla a 3 is relevant in a subgroup of plane pollen allergics with concomitant peach allergy. IgE testing with Pla a 3 may serve as a marker to identify plane pollen allergic patients at risk of LTP-mediated food reactions and thereby improve in vitro diagnostic procedures.

Responding to calls about the need to ‘give voice’ to groups previously marginalized in research and to challenge meta-narratives about men in sports this paper explores the use of a narrative approach to illuminate men's experiences—and the doing of gender—within equestrian sports, a sport dominated by women in Sweden. Adopting the position of a storyteller three literary short-stories were constructed from interviews with men active in equestrianism. (Re)presenting research findings in this way evoke a lot of questions in academic circles. We have often been asked how the stories were constructed and how one judges whether they are representative and trustworthy. These are legitimate questions, no doubt. But questions that are of importance to all qualitative research. It is as if the writing of stories is some kind of mysterious abracadabra activity and not a deliberate and theoretically informed creative process. While reading critique of narrative ways to (re)present research findings, where some res...