Arbeids- og kompetanseområde
Mathias Brekke Mandelid er ansatt ved Høgskulen på Vestlandet. Mandelid har doktorgrad innen pedagogikk og var tidligere leder for senter for fysisk aktiv læring hvor han arbeidet med å utvikle etter- og videreutdanninger. Hans forskningsinteresser spenner fra fysisk aktivitet til pedagogikk, samt hvordan nasjonal og internasjonal utdanningspolitikk påvirker forskning og praksis.
Forsker på
- Bevegelse i skular
- Fysisk aktiv læring
- Didaktikk
- Pedagogikk
- Utdanningspolitikk
- Kroppsøving
Publikasjonar
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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
