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Jerlinder, Kajsa
Publications (10 of 23) Show all publications
Arnell, S., Jerlinder, K. & Lundqvist, L.-O. (2018). Perceptions of Physical Acitivty Participation Among Adolescents with Autism Spectrum Disorders: A Conceptual Model of Conditional Participation. Journal of autism and developmental disorders, 48(5), 1792-1802, Article ID 29236210.
Open this publication in new window or tab >>Perceptions of Physical Acitivty Participation Among Adolescents with Autism Spectrum Disorders: A Conceptual Model of Conditional Participation
2018 (English)In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 48, no 5, p. 1792-1802, article id 29236210Article in journal (Refereed) Published
Abstract [en]

Adolescents with an autism spectrum disorder (ASD) are less physically active compared to typically developing peers. The reasons for not being physically active are complex and depend on several factors, which have not been comprehensively described from the adolescent’s perspective. Therefore, the aim was to describe how adolescents with an ASD perceive, experience and reflect on their participation in physical activity. Interviews with 24 adolescents diagnosed with high-functioning ASD, aged 12–16 years, were analysed with qualitative content analysis with an inductive approach. They expressed a variety of reasons determining their willingness to participate, which were conceptualized as: Conditional participation in physical activities. The present study presents an alternative perspective on participation in physical activity, with impact on intervention design.

Keywords
autism spectrum disorder, adolecent, physical acitivity, participation
National Category
Sport and Fitness Sciences
Identifiers
urn:nbn:se:hig:diva-25813 (URN)10.1007/s10803-017-3436-2 (DOI)000429476300029 ()29236210 (PubMedID)2-s2.0-85037992493 (Scopus ID)
Funder
The Kempe Foundations
Note

Funding agencies:

- Sunnerdahls Handikappfond- Kempe-Carlgrenska fonden- Region Örebro County, Sweden 

Available from: 2017-12-15 Created: 2017-12-15 Last updated: 2018-06-04Bibliographically approved
Jerlinder, K. & Geidne, S. (2017). Documented inclusive physical activities for children and adolescents with disabilities withinsport clubs. In: Nordic Sport Science Conference: 'The Double-Edged Sword of Sport: HealthPromotion Versus Unhealthy Environments’. Paper presented at Nordic Sport Science Conference, 22-23 November 2017, Halmstad, Sweden (pp. 36-36).
Open this publication in new window or tab >>Documented inclusive physical activities for children and adolescents with disabilities withinsport clubs
2017 (English)In: Nordic Sport Science Conference: 'The Double-Edged Sword of Sport: HealthPromotion Versus Unhealthy Environments’, 2017, p. 36-36Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Young people with disabilities participate to a lower extent in organized sport than their peers without disabilities. Research in this matter has previously focused on the complex barriers that restrict participation in sports clubs, rather then what can facilitate participation and inclusive activities. There is a need to study real examples of how sports clubs can include children and youth with disabilities in the sport program. An overview of inclusion in organized sports regarding children and adolescents with disabilities is lacking today. Therefor the aim of this study is to increase the understanding of how sports clubs include children and adolescents with disabilities in their activities. The results of this systematic search on documented inclusive physical activities within sport clubs shows that are few peer-reviewed studies that describe how (i) children and young people with disabilities are included in sports clubs’ regular, ongoing activities. The sports clubs rather worked with short term intervention-based activities in team-sports settings (what ii). The main documented reasons for sport clubs to inclusion in organized sport (why iii) were to increase the participation of youth with disabilities and to promote social contact between children with and without disabilities. The lack of documentation and the limited collective knowledge-based is discussed as a problem while implementing a successful inclusive approach on adapted physical activity in organized sport settings for all people longer time in life.

Keywords
adapted physical acitivity, sports club, disability, children, youth, participation, inclusion
National Category
Sport and Fitness Sciences
Identifiers
urn:nbn:se:hig:diva-25838 (URN)
Conference
Nordic Sport Science Conference, 22-23 November 2017, Halmstad, Sweden
Available from: 2017-12-19 Created: 2017-12-19 Last updated: 2018-03-13Bibliographically approved
Geidne, S. & Jerlinder, K. (2016). How sports clubs include children and adolescents with disabilities in their activities: A systematic search of peer-reviewed articles. Sport Science Review, XXV(1-2), 29-52, Article ID 0002.
Open this publication in new window or tab >>How sports clubs include children and adolescents with disabilities in their activities: A systematic search of peer-reviewed articles
2016 (English)In: Sport Science Review, ISSN 2066-8732, E-ISSN 2069-7244, Vol. XXV, no 1-2, p. 29-52, article id 0002Article in journal (Refereed) Published
Abstract [en]

Young people with disabilities participate in sports to a lesser extent than other adolescents. That physical activity has positive effects on young people are understood. Sports clubs are identified as potential environ­ments for physical activity. The reasons why young people with disabilities participate to a lower extent in organized sport is complex and barriers can be deriving from many different levels. However, barriers have been studied more than what can facilitate participation in organized sport. Therefor the aim of this study is to increase the understanding of how sports clubs include children and adolescents with disabilities in their activities. The results of this systematic search are presented using the three research questions: What are the characteristics of the sports clubs that include young people with disa­bilities?; How are the young people with disabilities included in sports clubs’ activities?; and finally Why are young people with disabilities included in the sports activities?. A vision must be to go from adapting physical activity for disabled persons to adapting physical activity for all people, because the di­versity of people’s reasons for doing sports, their differing backgrounds and their uniqueness all demand it. This will result in more people doing sports for longer in life.

Keywords
sport-for-all, adapted physical activity, youth, sports club
National Category
Sport and Fitness Sciences
Identifiers
urn:nbn:se:hig:diva-21781 (URN)10.1515/ssr-2016-0002 (DOI)
Available from: 2016-06-20 Created: 2016-06-20 Last updated: 2018-03-13Bibliographically approved
Geidne, S. & Jerlinder, K. (2015). How can sport clubs for non-disabled youth include children and adolescents with disabilities?. In: : . Paper presented at Nordic Network on Disability Research, 13th Research conference, 6-8 May 2015, Bergen, Norway.
Open this publication in new window or tab >>How can sport clubs for non-disabled youth include children and adolescents with disabilities?
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Severe obesity and a sedentary leisure-time are more common among young people and adults with disabilities than in the rest of the population. Young people with disabilities participate in sports to a lesser extent than other adolescents. That physical activity has positive effects on children and adolescents, such as reduced risk of diabetes, overweight and obesity, anxiety and depression are understood. The positive effects of participation in organized sport and physical activity are at least as great for children and young people with disabilities as children and young people without disabilities. One of the most important tasks of various actors is to find ways to increase physical activity and the health of children and youth with disabilities. Sports clubs are identified as potential and attractive environments for physical activity, but also for social and mental health. The reasons why children and young people with disabilities participate to a lower extent in organized sport is complex and barriers can be deriving from many different levels. However, barriers have been studied more than what can facilitate participation in organized sport. Therefor the aim of this study is to present the first results from a systematic international and scientific literature review of how sport clubs for non-disabled youth can include children and adolescents with disabilities in their activities.

Articles (with inclusion criteria of studies focusing on children and adolescents, disability, physical activity, engagement in organized sports, inclusive sport settings) from a 20 years period were selected. Studies with topics that concerned physical education, medical, physical activity without an organized sport agenda, elite sport or equipment issues were excluded. 

The results will focus on which type of sport, target group and countries the examples are from, but foremost on how sport clubs for non-disabled youth actually do to include children and adolescents with disabilities in their activities.

It is essential to establish a knowledge base for effective interventions towards the target group at hand. If more children and youth with disabilities participate in organized sports several positive health benefits can be achieved.

Keywords
sports clubs, disability, inclusion, children, youth
National Category
Sport and Fitness Sciences Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:hig:diva-21951 (URN)
Conference
Nordic Network on Disability Research, 13th Research conference, 6-8 May 2015, Bergen, Norway
Available from: 2016-06-27 Created: 2016-06-27 Last updated: 2018-03-13Bibliographically approved
Klavina, A., Jerlinder, K., Kristén, L., Hammar, L. & Souliee, T. (2014). Cooperative oriented learning in inclusive physical education. European Journal of Special Needs Education, 29(2), 119-134
Open this publication in new window or tab >>Cooperative oriented learning in inclusive physical education
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2014 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 29, no 2, p. 119-134Article in journal (Refereed) Published
Abstract [en]

In this study the implementation of cooperation directed learning of peer tutoring in elementary general inclusive physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviours between students with and without disabilities in GPE. A design of ultiple case study with elementaryschool age students with moderate disabilities (n = 4) was used. Peer tutors (n = 37) were students without disabilities who voluntary participated in a peer tutor training programme. The programme included the collaborative learningvalues, teaching instructions and communication skills served as the independent measure.  Dependent measures were multiple interactions between students with and without disabilities. Data to the case studies were collected through a design of mixed methods, containing both quantitative and qualitative data. Totally 43 observation sessions of inclusive GPE settings were collected on videotapes and analysed using the Computerized Evaluation Protocol of Interactions in PhysicalEducation (CEPI-PE). In addition, interviews with school personnel and children plementary study outcome. The percentage of interactions between target students and peer tutors significantly increased (3.2–11.8%, respectively,p < .05) during peer tutor intervention. This study indicated that peer tutor arrangements can contribute the successful cooperation between students with and without disabilities in inclusive GPE in Swedish elementary school. All four students with moderate disabilities maintained high percentage of activities done independently throughout baseline and intervention phase (50.5 and 57.6%, accordingly). Qualitative data throughout field notes and interviews with school personnel and pupils confirmed a positive class climate change and improvement in peer relation culture.

Keywords
peer tutoring, inclusive physical education, samarbetsorienterat lärande, inkluderande pedagogik, idrott och hälsa
National Category
Sport and Fitness Sciences Pedagogical Work
Identifiers
urn:nbn:se:hig:diva-16129 (URN)10.1080/08856257.2013.859818 (DOI)000343600300001 ()2-s2.0-84901496378 (Scopus ID)
Available from: 2014-01-21 Created: 2014-01-21 Last updated: 2018-03-13Bibliographically approved
Klavina, A., Kristén, L., Hammar, L., Jerlinder, K. & Soulie, T. (2013). Cooperation Directed Learning in Inclusive Physical Education. In: 6th Baltic Scientific Conference Sport Science for Sustainable Society Riga, LATVIA, April 2013.: . Paper presented at 6th Baltic Scientific Conference Sport Science for Sustainable Society Riga, LATVIA, April 23-25, 2013 (pp. 79-79).
Open this publication in new window or tab >>Cooperation Directed Learning in Inclusive Physical Education
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2013 (English)In: 6th Baltic Scientific Conference Sport Science for Sustainable Society Riga, LATVIA, April 2013., 2013, p. 79-79Conference paper, Oral presentation with published abstract (Refereed)
Keywords
physical education, peer tutoring, special education needs, disability, idrott och hälsa, samarbetsorienterat lärande, specialpedagogik, funktionsnedsättning
National Category
Sport and Fitness Sciences Pedagogical Work Learning
Identifiers
urn:nbn:se:hig:diva-15211 (URN)
Conference
6th Baltic Scientific Conference Sport Science for Sustainable Society Riga, LATVIA, April 23-25, 2013
Available from: 2013-09-11 Created: 2013-09-11 Last updated: 2018-03-13Bibliographically approved
Jerlinder, K., Klavina, A., Kristén, L., Hammar, L. & Soulie, T. (2013). Cooperation directed learning in inclusive physical education. In: NNDR – 12th Research Conference, May 30–31, 2013 in Turku, Finland : Abstact book. Paper presented at 12th Research Conference, Nordic Network on Disability Research (NNDR) May 30–31, 2013 in Turku, Finland (pp. 97-97).
Open this publication in new window or tab >>Cooperation directed learning in inclusive physical education
Show others...
2013 (English)In: NNDR – 12th Research Conference, May 30–31, 2013 in Turku, Finland : Abstact book, 2013, p. 97-97Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this study the implementation of cooperation directed learning of peer tutoring in elementary general inclusive physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviors between students with and without disabilities in GPE. A design of multiple case study with elementary school age students with moderate disabilities (n=4) was used. Peer tutors (n=37) were students without disabilities who voluntary participated in peer tutor training program. The program included the collaborative learning values, teaching instructions and communication skills served as the independent measure. Dependent measures were multiple interactions between students with and without disabilities.

Totally 43 observation sessions of inclusive GPE settings were collected on videotapes and analyzed using the Computerized Evaluation Protocol of Interactions in Physical Education (CEPI-PE). In addition, interviews with school personnel and children served as a complementary study outcome. The percentage of interactions between target students and peer tutors significantly increased (3.2% to 11.8 % respectively, p<.05) during peer tutor intervention. This study indicated that peer tutor arrangements can contribute the successful cooperation between students with and without disabilities in inclusive GPE in Swedish elementary school. All four students with moderate disabilities maintained high percentage of activities done independently throughout baseline and intervention phase (50.5% and 57.6%, accordingly). Interviews confirmed a positive class climate change and improvement in peer relation culture.

Keywords
physical education, peer tutoring, special needs education, disability, Idrott och hälsa, samarbetsorienterat lärande, specialpedagogik, funktionsnedsättning
National Category
Sport and Fitness Sciences Learning Pedagogical Work
Identifiers
urn:nbn:se:hig:diva-15210 (URN)
Conference
12th Research Conference, Nordic Network on Disability Research (NNDR) May 30–31, 2013 in Turku, Finland
Available from: 2013-09-11 Created: 2013-09-11 Last updated: 2018-03-13Bibliographically approved
Jerlinder, K. & Soulié, T. (2013). Inclusion in adapted physical activity in theory and practice: Educational and didactial reflections and discussion. In: : . Paper presented at Nordisk konferanse om fysisk aktivitet og funksjonshemming, 29-31 August 2013, Beitostølen, Norge.
Open this publication in new window or tab >>Inclusion in adapted physical activity in theory and practice: Educational and didactial reflections and discussion
2013 (Swedish)Conference paper, Oral presentation only (Other academic)
Keywords
physical education, inclusion, cooperative directed learning, peer tutoring, idrott och hälsa, inklusion, samarbetsorienterat lärande, kamratstödjande aktivitet
National Category
Sport and Fitness Sciences Pedagogical Work
Identifiers
urn:nbn:se:hig:diva-15212 (URN)
Conference
Nordisk konferanse om fysisk aktivitet og funksjonshemming, 29-31 August 2013, Beitostølen, Norge
Note

Keynote speech

Available from: 2013-09-11 Created: 2013-09-11 Last updated: 2018-03-13Bibliographically approved
Jerlinder, K. & Gill, P. (2012). Systematic Review and Analysis of General Physical Education Teachers' attitudes to inclusion.. Sport, Education and Society
Open this publication in new window or tab >>Systematic Review and Analysis of General Physical Education Teachers' attitudes to inclusion.
2012 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed) Accepted
Keywords
review, physical education, teachers, attitudes, inclusion, disability, social justice, social recognition, redistribution
National Category
Pedagogy Sport and Fitness Sciences Social Work Social Work
Identifiers
urn:nbn:se:hig:diva-6781 (URN)
Available from: 2010-05-18 Created: 2010-05-18 Last updated: 2018-12-03Bibliographically approved
Klavina, A., Kristén, L., Hammar, L. & Jerlinder, K. (2011). Cooperation-Oriented Learning Using Peer Tutors for Increased Involvement in Physical Education. Paper presented at International Symposium of Adapted Physical Activity (ISAPA), Paris, france, 4-8 July 2011.
Open this publication in new window or tab >>Cooperation-Oriented Learning Using Peer Tutors for Increased Involvement in Physical Education
2011 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy Sport and Fitness Sciences
Identifiers
urn:nbn:se:hig:diva-10438 (URN)
Conference
International Symposium of Adapted Physical Activity (ISAPA), Paris, france, 4-8 July 2011
Available from: 2011-09-26 Created: 2011-09-26 Last updated: 2018-03-13Bibliographically approved
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