Field of work
Mathias Brekke Mandelid is employed at the University College of Western Norway and the University of Southeast Norway. Mandelid has a PhD in pedagogy and was previously head of the Center for Physically Active Learning where he worked on developing continuing education. His research interests range from physical activity to pedagogy, as well as how national and international educational policy influences research and practice.
Publications
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E51: Fysisk aktiv læring miniserie del 3: Samarbeidsbasert forskning og utvikling i skole.
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Physical activity and content in a variety of physically active learning: an observational case study of real-world practices
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Implementation Outcomes and Recommendations of Two Physical Activity Interventions: Results from the Danish ACTIVE SCHOOL Feasibility Study
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Physical activity and content in a variety of physically active learning: an observational case study of real-world practices
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Praktisk og aktiv ungdomsskule – et blikk for fortid og framtid
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Ungdomsmeldingen: gamle ideer gir fortsatt nye muligheter
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Beyond Borders: Developing the Core Aspects of Physically Active Learning Enactment (CAPAbLE) Model in the Third Space
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Physically active learning in Norwegian schools – experiences from a collaborative action research approach.
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Methodological issues with accelerometer-assessed physical activity levels during physically active learning
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Organizing inclusive physically active learning environments: descriptions from a collaborative action research project
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En modell for fysisk aktiv læring.
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Fra praksis til teori - en pedagogisk modell for fysisk aktiv læring.
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Fra praksis til teori - en pedagogisk modell for fysisk aktiv læring.
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E49:Fysisk aktiv læring miniserie del 2: FAL-modellen.
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Learning through movement in school: what about body insecurity?
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E47: Fysisk aktiv læring miniserie del 1: fysisk aktivitet i skole.
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Skolevegring kan møtes med fysisk aktiv læring.
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Introduction: Walking the Talk: Implementing Physically Active Learning and Whole School Physical Activity
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Workplace-based continuing professional development program for physically active learning: designing a framework and prospective directions
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Whole-school physical activity levels in primary and secondary schools - a descriptive case-study in real-world contexts
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Finding the sweet spot of physically active learning: A need for co-ownership by public health and education
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Pupils’ experiences of affordances in school-based physical activity in Norway and Estonia
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Pupils' experiences of affordances in school-based physical activity programs in Norway and Estonia.
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En pedagogisk modell for fysisk aktiv læring.
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It's the journey, not the arrival that matters – Teachers' perceptions of their practice after participating in a continuing professional development program in physically active learning
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Fysisk aktiv læring og inkluderende læringsmiljø
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Reframing physically active learning as movement-centred pedagogy: a European priority action framework
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The relationship between motivational regulations and physical activity levels during physically active lessons among 6th and 8th grade adolescents.
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Physical activity during physically active lessons: expectations vs reality.
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Senter for fysisk aktiv læring: Sluttrapport 2018-2023
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“Just because it's fun, it's not without purpose”: Exploring the blurred lines of physically active learning
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Approaching physically active learning as a multi, inter, and transdisciplinary research field
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Teachers’ sensemaking of physically active learning: A qualitative study of primary and secondary school teachers participating in a continuing professional development program in Norway
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Fysisk aktivitet i fag og inkluderende læringsmiljø
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Physical active learning in school - a cooperative action research approach
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Unpacking physically active learning in education: a movement didaktikk approach in teaching?
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Pupils' experiences of affordances in school-based physical activity programs in Norway and Estonia
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Fysisk aktivitet i fag og inkluderende læringsmiljø
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Vurdering i kroppsøving for livslang friluftslivsglede
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“Go beyond your own comfort zone and challenge yourself”: A comparison on the use of physically active learning in Norway, the Netherlands and the UK
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Physically Active Learning in the Norwegian context
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Why should teachers values matter in Physically Active Learning research?
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Fysisk aktiv læring i matematikkundervisninga
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The European Physical Active Learning Teacher Training Curriculum
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Vurdering for livslang friluftslivsglede i faget kroppsøving