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dc.contributor.authorBarker, Dean
dc.contributor.authorLarsson, Nils Håkan Olof
dc.contributor.authorNyberg, Gunn
dc.identifier.citationBarker, D., Larsson, N. H. O. & Nyberg, G. (2023). How Movement Habits Become Relevant in Novel Learning Situations. Journal of Teaching in Physical Education, 43(1), 152-160. doi:en_US
dc.description.abstractPurpose: To (a) present a theoretical framework that describes how learners’ movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants’ movement habits, and the second phase involved examining the participants’ development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.en_US
dc.publisherHuman Kinetics, Inc.en_US
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.titleHow Movement Habits Become Relevant in Novel Learning Situationsen_US
dc.title.alternativeHow Movement Habits Become Relevant in Novel Learning Situationsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.rights.holder© 2023 The Author(s)en_US
dc.source.journalJournal of Teaching in Physical Educationen_US
dc.description.localcodePaid Open Accessen_US

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Navngivelse-Ikkekommersiell 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell 4.0 Internasjonal