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  • 101.
    Ekberg, Jan-Eric
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Att aktivera eller att (ut)bilda - i ett ämne som spretar2009In: Idrott & hälsa, ISSN 1653-1124, no 8, p. 32-34Article in journal (Other (popular science, discussion, etc.))
  • 102.
    Ekberg, Jan-Eric
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Bourdieu och Idrottsläraren2005In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, no 6 juni 2005Article in journal (Other (popular science, discussion, etc.))
  • 103.
    Ekberg, Jan-Eric
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Idrott och hälsa eller Fysisk bildning2001In: Moteld: boken för dig som vill påverka skolan, Bilda , 2001Chapter in book (Other academic)
  • 104.
    Ekberg, Jan-Eric
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Mellan fysisk bildning och aktivering: en studie av ämnet idrott och hälsa i skolår 92009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this dissertation is to explore and shed light on the subject content within Physical Education and Health (PEH). The first aim of the study is to describe and analyse what knowledge is legitimate within the subject, in the syllabus, as viewed by teachers and during the realisation of lessons. The second aim is to clarify and analyse similarities and dissimilarities between these three levels studied. The theoretical framework used is curriculum theory, inspired by Linde’s and Bernstein’s theoretical work. In the field of formulation the material for analysis is the syllabus valid for the compulsory school, i.e. Lpo 94, and in the field of transformation it consists of semi-structured interviews with six PEH teachers who teach Year 9 in four different secondary schools. In the field of realisation the material involves 20 videotaped PEH lessons taught by the interviewed teachers. The empirical material was obtained during the 2003-2005 period. Issue-focused analysis is used, insofar as an analysis frame has been developed for the material, consisting of two analysis schemes, the first labelled Dimensions including four major categories. The first is movement with four subcategories: recreative, functional, formalised and aesthetic forms. The second major category comprises simple and complex concepts. The third and fourth are the inter- and intrapersonal categories focusing on the socialisation contents. The second analysis scheme has been labelled Qualities and contains the categories of understanding and ambiguity. The analysis shows that one can distinguish two largely dissimilar objects of learning in PEH, which differ most markedly between, on the one hand, the field of formulation (the “formulated object of learning”) and, on the other, the field of transformation and realisation (the “realised object of learning”). The contents of the field of formulation are largely reformulated in the field of transformation, but no major change takes place from the field of transformation to the field of realisation. The “formulated object of learning” primarily comprises functional physical exercise as well as conceptual development and the understanding of health and lifestyles. The “realised object of learning” consists of formalised sports but also of physical exercise elements, the concepts used being mainly simple concepts, and the focus lying primarily on a low degree of understanding and ambiguity. The results also indicate that PEH is weakly classified and non-paradigmatic from the point of view of its learning object. Consensus is low as regards what knowledge is considered legitimate within the subject. Finally, the study suggests a focus on the concept of “fysisk bildning” (e.g. physical education), which should be understood in relation to the two analysis schemes developed. This also entails the possibility of reproducing a previous culture of sport as well as producing and creating a new and more complex sports culture.

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  • 105.
    Ekberg, Jan-Eric
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Vad är viktigt att lära i skolan?2007In: Rapporter om utbildning, ISSN 1101-7643, Vol. 3, no 3/2007, p. 79-84Article in journal (Other academic)
  • 106.
    Ekberg, Jan-Eric
    et al.
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Erberth, Bodil
    Fysisk bildning – om ämnet idrott och hälsa2000Book (Other academic)
  • 107. Ekroth, Yvonne
    et al.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Eriksson, Harriet
    Nilsson, Lotta
    Skoog, Kerstin
    Sandén, Karin
    Stenlåås, Lotta
    Unefäldt, Nina
    Idrottsläraren som kulturbärare - då, nu och i framtiden2009In: Idrottsforum.org, ISSN 1652-7224, no 090923Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Rapport från Nordisk idrottslärarkongress, 4-9 augusti, 2009, Grebbestads folkhögskola

  • 108.
    Eliasson, Annika
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Idrott i Europa - en översikt2003In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224Article in journal (Other (popular science, discussion, etc.))
  • 109.
    Eliasson, Annika
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Idrottens geografi2003In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224Article in journal (Other (popular science, discussion, etc.))
  • 110.
    Eliasson, Annika
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Rapport från Europeiska sociologförbundets konferens i Murcia, Spanien2003In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224Article in journal (Other (popular science, discussion, etc.))
  • 111.
    Eliasson, Annika
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Svenskt eller engelskt? Striden om den pedagogiska makten över svensk herrfotboll på seniornivå 1974-822003In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224Article in journal (Other (popular science, discussion, etc.))
  • 112.
    Eliasson, Annika
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Swedish football in a transnational context2003Conference paper (Other academic)
    Abstract [en]

    Since 1990, and particularly since Sweden gained EU membership in 1994, an ever-increasing number of Swedish football players (notably males) have moved abroad to spend at least some part of their career with foreign clubs. This migration does not take place in a haphazard way; on the contrary, it follows distinct paths mainly depending upon the players' age, ethnicity, gender, and the standard and geographical localisation of the Swedish club that the player was licensed for before migration. It is possible to discern specific categories of players depending upon what leagues they have migrated to and what types of contract they have with their new, foreign clubs. This text presents the results of a study on Swedish football players that have migrated abroad since 1990. It also gives a possible explanation for the underlying causes that has brought about the migration pattern evident in this study.

  • 113. Engblom, Henrik
    et al.
    Steding, Katarina
    Carlsson, Marcus
    Mosén, Henrik
    Hedén, Bo
    Buhre, Torsten
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Ekmehag, Björn
    Arheden, Håkan
    Peak oxygen uptake in relation to total heart volume discriminates heart failure patients from healthy volunteers and athletes2010In: Journal of Cardiovascular Magnetic Resonance, ISSN 1097-6647, E-ISSN 1532-429X, Vol. 12, no 1, article id 74Article in journal (Refereed)
    Abstract [en]

    Background An early sign of heart failure (HF) is a decreased cardiac reserve or inability to adequately increase cardiac output during exercise. Under normal circumstances maximal cardiac output is closely related to peak oxygen uptake (VO2peak) which has previously been shown to be closely related to total heart volume (THV). Thus, the aim of this study was to derive a VO2peak/THV ratio and to test the hypothesis that this ratio can be used to distinguish patients with HF from healthy volunteers and endurance athletes. Thirty-one patients with HF of different etiologies were retrospectively included and 131 control subjects (60 healthy volunteers and 71 athletes) were prospectively enrolled. Peak oxygen uptake was determined by maximal exercise test and THV was determined by cardiovascular magnetic resonance. The VO2peak/THV ratio was then derived and tested. Results Peak oxygen uptake was strongly correlated to THV (r2=0.74, p<0.001) in the control subjects, but not for the patients (r2=0.0002, p=0.95). The VO2peak/THV ratio differed significantly between control subjects and patients, even in patients with normal ejection fraction and after normalizing for hemoglobin levels (p<0.001). In a multivariate analysis the VO2peak/THV ratio was the only independent predictor of presence of HF (p<0.001). Conclusions The VO2peak/THV ratio can be used to distinguish patients with clinically diagnosed HF from healthy volunteers and athletes, even in patients with preserved systolic left ventricular function and after normalizing for hemoglobin levels.

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  • 114.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Aktive liv2011In: Tidskrift i idrott och hälsa, ISSN 1653-1124, Vol. 138, no 6, p. 24-25Article in journal (Other (popular science, discussion, etc.))
  • 115.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Att sträva efter att erbjuda fysisk aktivitet räcker inte2008In: Svensk Idrottsforskning, no 2, p. 27-29Article in journal (Other academic)
  • 116.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Att sträva efter att erbjuda fysisk aktivitet, är det verkligen tillräckligt?2008In: Tidskrift i idrott och hälsa, Vol. 135, no 1, p. 21-23Article in journal (Other (popular science, discussion, etc.))
  • 117.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Benhårt arbete lönar sig2007In: Tidskrift i Idrott & hälsa : organ för Svenska idrottslärarföreningen, ISSN 1653-1124, Vol. 134, no 1, p. 26-28Article, review/survey (Other academic)
  • 118.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Boll, dans, kamp och lek ur olika perpektiv på Nordisk Idrætlærerkongres i Danmark2008In: Föreningen GCI Årsskrift 2008, Vol. 2008, p. 18-23Article in journal (Other (popular science, discussion, etc.))
  • 119.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Bunkeflo2011Conference paper (Other academic)
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  • 120.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Bunkefloprojektet visade vägen till mer idrott i skolan2006In: Svensk IdrottsMedicin, Vol. 2, no 4Article in journal (Other academic)
  • 121.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Det räcker inte med en strävan efter att erbjuda fysisk aktivitet2008In: Barn, Idrott och Hälsa / [ed] Holger Seidel, Swedish Society of Sportsmedicine - Svensk Idrottsmedicinsk Förening. , 2008, p. 7-9Chapter in book (Other academic)
  • 122.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    "Det är som tivoli fast gratis!" Hur kan man observera barns motorik samtidigt som barnen får en positiv rörelseupplevelse?2006In: Skud.nuArticle in journal (Other academic)
  • 123.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Effects of increased physical activity on motor skills and marks in physical education: an intervention study in school years 1 through 9 in Sweden2011In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 16, no 3, p. 313-329Article in journal (Refereed)
    Abstract [en]

    Background: Studies have shown that some children do not participate in sport or exercise because they did not establish early coordination and basic motor skills while at school. Basic motor skills form significant parts of the goals for students to achieve in the Swedish school subject Physical Education and Health (PEH). Aims: The aim was to study effects of an extension of physical activity and motor training, during a period of nine years, on motor skills and marks in the school subject PEH. Furthermore, a motor training program called Motor Development as Ground for Learning [Motorisk Utveckling som Grund för Inlärning] (MUGI) was tested and evaluated. Method: The study is longitudinal and two groups of students were followed during nine school years. At the start of the project the students were seven years old, and 15 years old at the follow-up. An intervention group (n = 161) had one scheduled lesson of physical activity and motor training every school day. A control group (n = 102) had the school's usual two PEH lessons per week. Motor skills observations were carried out in the school years 1, 2, 3, and 9 according to the MUGI checklists. Extra motor skill training, according to the MUGI model, was given to students in the intervention group who had motor skills deficits. The method was hypothetic-deductive and two hypotheses were tested: (1) Students' motor skills will improve with extended PEH and extra motor training according to the MUGI model, and (2) boys' and girls' marks in PEH will improve with extended PEH and extra motor training in school. Findings: The results confirmed the hypothesis that students' motor skills improve with extended physical activity and motor training. After only one year the students in the intervention group had significantly better motor skills (balance and coordination) than students in the control group. These differences remained and were also found at follow-up school years 3 and 9. Differences in motor skills between boys and girls decreased with extended physical activity and extra motor training in school. Significant correlations were found between motor skills school year 2, 3, and 9 and marks in PEH school year 9. The second hypothesis was confirmed by significantly higher marks in the school subject PEH school year 9 in the intervention than in the control group. Although there were no significant differences in motor skills between boys and girls in school year 9, girls had significantly lower marks in PEH than boys. Conclusions: The school has good potential for stimulating students' development of motor skills, but two lessons of PEH per week are not enough. Differences in motor skills between boys and girls may decrease with extended physical activity and extra motor training in school. The MUGI program can be useful as a pedagogic model for observing and improving motor skills in school.

  • 124.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Effects of increased Physical Activity on Motor Skills and Self-esteem: A Longitudinal Intervention Study during Nine School Years2011In: Book of abstracts, 8th European Association for Sociology of Sport. Department of Education, Umeå University, Sweden, Eass , 2011, p. 178-179Conference paper (Other academic)
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  • 125.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Effekter av utökad idrott i skolan på skelett och benmassa.2008In: http://www.malmo.seArticle, book review (Other academic)
  • 126.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Friluftsgym för alla?2011In: Tidskrift i idrott och hälsa, ISSN 1653-1124, Vol. 138, no 5, p. 22-24Article in journal (Other (popular science, discussion, etc.))
  • 127.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Fysisk aktivitet bland 6-10-åringar2009In: Idrottsforum.org, no 090923Article, book review (Other academic)
    Abstract [sv]

    Recension av: Gisela Nyberg, Physical Activity in 6–10 Year OldChildren: Variations over time,associations with metabolic riskfactors and role in obesityprevention, 127 sidor, hft., ill. Solna: Karolinska Institutet 2009. ISBN 978-91-7409-360-5.

  • 128.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Fysisk aktivitet i svensk skola2006In: Focus Tidsskrift for idræt, Vol. 30, no 1, p. 38-39Article in journal (Other academic)
  • 129.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Fysisk aktivitet och muskelfunktion bland skolbarn: om Susanna Stenevi Lundgrens avhandling2011In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, Vol. 2011-06-08Article, book review (Other academic)
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  • 130.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Hur ser utbildningsbehovet ut bland idrottsledare i skolan?2007Report (Other academic)
    Abstract [en]

    What need of education is there among sports leaders in school? Report from projects in the so called “Handslaget”. The Swedish Government has put by one billion SEK to get children and young people more physical active. One of the purposes is to get Sports Clubs to cooperate with schools and to develop methods that can motivate all pupils to be physical active. The aim of the study was to evaluate what need of education there might be among sports leaders in school. Fifteen sports leaders were interviewed, observations of ten different sport activities were made, and applications from the sports clubs were analysed. The result showed that education for leaders of physical activities in school could be recommended in the following areas: 1. Motor skills development, 2. To observe and stimulate children’s motor development in different levels, 3. Motivation and motivation processes, 4. Group processes and conflict solving, 5. How to prevent and treat injuries, 6. Methods in gymnastics, 7. Safety in practicing gymnastics, 8. Increased number of games and warm up exercises for different age groups, 9. Calm down and relaxing exercises.

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  • 131.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Idrottsledare i skolan behöver utbildning2007In: Svensk Idrottsforskning, Vol. 16, no 3-4, p. 50-54Article in journal (Other academic)
  • 132.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Ingegerd Ericsson om bakgrunden till MUGI samt om motorikdelen i Bunkefloprojektet2002In: Tidskrift i gymnastik och idrott : officiellt organ för Svenska g, ISSN 0281-5338, no 8, p. 37-39Article in journal (Other (popular science, discussion, etc.))
  • 133.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Koncentrationsförmåga ur ett relationellt perspektiv2006In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 38-53Article in journal (Refereed)
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  • 134.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Mer medveten motorisk träning behövs2003In: Tidskrift i gymnastik och idrott : officiellt organ för Svenska g, ISSN 0281-5338, no 10, p. 31-37Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Med anledning av Bunkefloprojektet och författarens avhandling Motorik, koncentrationsförmåga och skolprestationer.

  • 135.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Motor Learning & Control for Practitioners2010In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, no 100901Article, book review (Other academic)
    Abstract [en]

    Motor 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.

  • 136.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Motor skills, attention and academic achievements - an intervention study in school year 1-32008In: The British Educational Research Journal, Vol. 34, no 3, p. 301-313Article in journal (Refereed)
  • 137.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Motorik kan utvecklas genom träning2010In: Modern Psykologi, ISSN 2000-4087, no Mars, p. 89-89Article in journal (Other (popular science, discussion, etc.))
  • 138.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Motorik, koncentrationsförmåga och skolprestationer2006In: SVEBI årsbok 2006, SVEBI , 2006Conference paper (Other academic)
  • 139.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Motorik, koncentrationsförmåga och skolprestationer: en interventionsstudie i skolår 1-32003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to study effects of an extension of physical education/activity and motor training on motor skills, attention and cognition during a period of three years. Another aim is to develop a test, MUGI observationsschema, which could be useful in charting motor skills of school pupils. The study has two intervention groups (n=152) that have physical activity and motor training one lesson every school day and when required extra motor training one lesson per week. One control group at the same school (n=99) has the school?s ordinary physical education two lessons per week. The method is hypothetic-deductive and the study has three hypotheses: 1. Children?s motor skills will improve with extended physical activity and extra motor training in school. 2. Children?s attention will improve by extended physical activity and extra motor training in school. 3. Children?s academic achievements in Swedish and Mathematics will improve with extended physical activity and extra motor training in school. The results from motor skill observations confirm the first hypothesis. Already after one year there are rather large differences between intervention and control group (Cramér?s index 0.24). In school year three the differences are large (Cramér?s index 0.37) and largest in the variable balance/bilateral coordination. 68% of the pupils who have small or large difficulties in attention, according to teachers, also have small or large deficits in motor skills. The second hypothesis of the study, that children?s attention will improve by extended physical activity and extra motor training in school, cannot be confirmed by results in this study. Although the pupils in intervention groups have better attention ability in school year two, in both variables attention/hyperactivity and impulse control as well as in attention totally, than the pupils in control group, the differences do not remain in school year three, which makes it hard to draw any conclusions about whether the pupils? attention has been affected by the intervention or not. The third hypothesis concerning academic achievements can be confirmed by several results in this study. The pupils in the intervention groups have better results than the pupils in the control group in the national tests of Swedish in school year two (Cramér?s index 0.29), especially concerning writing and reading. They also have better results in the national tests of Mathematics (Cramér?s index 0.21) than pupils in the control group, especially concerning room conception and number conception/thinking proficiency. More controlled studies are required in order to be able to make general conclusions about the effects of extended physical education /activity and extra motor training in school.

  • 140.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Motorikobservationer och skolprestationer2007In: Nordisk Pedagogik, no 2, p. 111-118Article in journal (Refereed)
    Abstract [en]

    Two questions are discussed in this article: 1. Can school results be predicted? 2. Can differences in school results between pupils with good and less good motor skills decrease with motor training? Pupils in two intervention groups (n=152) who had physical activity and motor training one lesson every school day were compared with pupils in a control group (n=99) who had the school’s ordinary physical education two lessons per week. The results show that the degree of deficits in motor skills could be of importance to academic achievements during the first three years of school. One may assume that motor skill observations at the school start could be a useful pedagogic instrument to predict academic achievements in Swedish and in Mathematics the first three school years. Furthermore the results indicate that differences in academic achievements between pupils with good motor skills and pupils with deficits in motor skills may decrease with extended physical activity and extra motor training in school.

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  • 141.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Motorikträning utomhus för vuxna2011In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, Vol. 2011-09-21Article in journal (Other (popular science, discussion, etc.))
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  • 142.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    MUGI Motoriklek med observationsschema för förskola och skola2008Book (Other academic)
  • 143.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    MUGI observation checklist: An alternative to measuring motor skills in physical education classes2008In: The Asian Journal of Exercise & Sports Science,, Vol. 4, no 1Article in journal (Refereed)
  • 144.
    Ericsson, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Sport Sciences (IDV).
    Muskelfunktion och fysisk aktivitet bland skolbarn2011In: Tidskrift i idrott och hälsa, ISSN 1653-1124, Vol. 138, no 5, p. 25-25Article in journal (Other (popular science, discussion, etc.))
  • 145.
    Ericsson, Ingegerd
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