272 research outputs found
Självförtroende och fysisk aktivitet
No full textBeskrivning av projektet Självförtroende och fysisk aktivitet med projektledare Ingegerd Ericsson, Idrottsvetenskap, Lärarutbildningen, Malmö högskola
Forskare enades om REKOMMENDATIONER
No full textKonsensuskonferensens slutsatser om fysisk aktivitet för barn uppmärksammas världen över i flera ansedda tidningar och magasin. Ingegerd Ericsson var en av forskarna som deltog i konferensen som hon sammanfattat för Idrott & Hälsa. I faktarutan finns även hänvisningar till länkar för den som vill läsa mer
Forskare enades om REKOMMENDATIONER
No full textKonsensuskonferensens slutsatser om fysisk aktivitet för barn uppmärksammas världen över i flera ansedda tidningar och magasin. Ingegerd Ericsson var en av forskarna som deltog i konferensen som hon sammanfattat för Idrott & Hälsa. I faktarutan finns även hänvisningar till länkar för den som vill läsa mer.</p
Skoleidræt ifølge MUGI-modellen i Bunkeflo-projektet
No full textUpplägget innehåller två kortare abstract kring Bunkeflomodellen samt MUGI
Motor Learning & Control for Practitioners
No full textRecension av: Cheryl A. Coker,
Motor Learning & Control for Practitioners,
304 pp, pb., ill.
Scottsdale, AZ: Holcomb Hathaway 2009,
ISBN 978-1-890871-95-6Motor learning and control is a matter of communication between the central nervous system and the musculoskeletal system, i.e. that the brain sends out signals to the body in order to achieve coordinated movements and similar motor responses. Motor development is thus about both cognitive and physical development. Motor training is of paramount importance in the young child's development, particularly in cases where the motor development doesn’t come as easy as in most cases. There are gross motor and fine motor skills, where the former deals with larger body movements and the latter of for example dexterity. In Sweden, research on motor skills is mainly concerned with the effects of determined motor training during the first years of school, showing not only improved motor skills as a result, but also significant positive effects in other school subjects, such as mathematics and Swedish. The leading Swedish researcher in this area is Ingegerd Ericsson, and it seemed natural to ask her to review the second edition by Cheryl A. Coker’s Motor Learning & Control for Practitioners (Holcomb Hathaway). In an informed and critical review Dr. Ericsson points to certain problems in the book, but she insists on its value as a textbook in that it has a good pedagogical tone and a balanced presentation of theory, research, and practical implications
Motor Learning & Control for Practitioners
No full textRecension av: Cheryl A. Coker, Motor Learning & Control for Practitioners, 304 pp, pb., ill. Scottsdale, AZ: Holcomb Hathaway 2009, ISBN 978-1-890871-95-6Motor learning and control is a matter of communication between the central nervous system and the musculoskeletal system, i.e. that the brain sends out signals to the body in order to achieve coordinated movements and similar motor responses. Motor development is thus about both cognitive and physical development. Motor training is of paramount importance in the young child's development, particularly in cases where the motor development doesn’t come as easy as in most cases. There are gross motor and fine motor skills, where the former deals with larger body movements and the latter of for example dexterity. In Sweden, research on motor skills is mainly concerned with the effects of determined motor training during the first years of school, showing not only improved motor skills as a result, but also significant positive effects in other school subjects, such as mathematics and Swedish. The leading Swedish researcher in this area is Ingegerd Ericsson, and it seemed natural to ask her to review the second edition by Cheryl A. Coker’s Motor Learning & Control for Practitioners (Holcomb Hathaway). In an informed and critical review Dr. Ericsson points to certain problems in the book, but she insists on its value as a textbook in that it has a good pedagogical tone and a balanced presentation of theory, research, and practical implications.</p
Physical education in early childhood
No full textRecension av: Rae Pica, Physical Education for Young Children: Movement ABCs for the Little Ones, 129 pages, pb., ill. Champaign, IL: Human Kinetics 2008. ISBN 978-0-7360-7149-9There seems to be what amounts to complete consensus about the need, nay necessity, for physical activity. We must constantly move our bodies on its journey from cradle to grave, because the human body is so constructed. In the last few decades, this understanding has had a marked influence on research in the intersection of health science and sports. The latter is unchallenged as an organized movement whose be-all and end-all is body movement; the former has increasingly favored prophylactic over palliative care. A central theme is how to maintain the childhood fascination with endless variations of human bodily movements throughout the life cycle; thus the motor development of the child has been the in the focus of research. A leading Swedish authority in this area is Dr. Ingegerd Ericsson; her studies within the Bunkeflo Project has been groundbreaking in determining the relationship between motor development on the one hand and cognitive development and learning abilities on the other. We asked Dr Ericsson to read and review a new American book in this field, Physical Education for Young Children: Movement ABCs for the Little Ones by Rae Pica (Human Kinetics). The book, concludes our reviewer, works well within its own limitation, partly defined by a preference of words over pictures and a glaring paucity of references.</p
Physical education in early childhood
No full textRecension av: Rae Pica,
Physical Education for Young Children: Movement ABCs for the Little Ones,
129 pages, pb., ill.
Champaign, IL: Human Kinetics 2008.
ISBN 978-0-7360-7149-9There seems to be what amounts to complete consensus about the need, nay necessity, for physical activity. We must constantly move our bodies on its journey from cradle to grave, because the human body is so constructed. In the last few decades, this understanding has had a marked influence on research in the intersection of health science and sports. The latter is unchallenged as an organized movement whose be-all and end-all is body movement; the former has increasingly favored prophylactic over palliative care. A central theme is how to maintain the childhood fascination with endless variations of human bodily movements throughout the life cycle; thus the motor development of the child has been the in the focus of research. A leading Swedish authority in this area is Dr. Ingegerd Ericsson; her studies within the Bunkeflo Project has been groundbreaking in determining the relationship between motor development on the one hand and cognitive development and learning abilities on the other. We asked Dr Ericsson to read and review a new American book in this field, Physical Education for Young Children: Movement ABCs for the Little Ones by Rae Pica (Human Kinetics). The book, concludes our reviewer, works well within its own limitation, partly defined by a preference of words over pictures and a glaring paucity of references
Öppet brev till Sveriges utbildningsminister Gustav Fridolin från Ingegerd Ericsson [Elektronisk resurs]
No full text- …
