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Øyvind F. Standal [5]Øyvind Førland Standal [1]
  1.  11
    Habits, Skills and Embodied Experiences: A Contribution to Philosophy of Physical Education.Øyvind F. Standal & Kenneth Aggerholm - 2016 - Sport, Ethics and Philosophy 10 (3):269-282.
    One of the main topics in philosophical work dealing with physical education is if and how the subject can justify its educational value. Acquisition of practical knowledge in the form of skills and the provision of positive and meaningful embodied experiences are central to the justification of physical education. The purpose of this article is to explore the relationship between skill and embodied experience in physical education through the notion and concept of habit. The literature on phenomenology of skill acquisition (...)
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  2.  54
    Merleau-Ponty Meets Kretchmar: Sweet Tensions of Embodied Learning.Øyvind F. Standal & Vegard F. Moe - 2011 - Sport, Ethics and Philosophy 5 (3):256 - 269.
    The last decades have seen a rising philosophical interest in the phenomenology of skill acquisition. One central topic in this work is the relation between the athlete's background capacities and foreground attention as an invariant feature of skilful movements. The purpose of this paper is to examine further this gestalt relation from the perspective of Merleau-Ponty's phenomenological account of embodied learning and a classical notion from philosophy of sport, namely ?sweet tension of uncertainty of outcome?. In the first part we (...)
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  3.  26
    Re-Embodiment: Incorporation Through Embodied Learning of Wheelchair Skills. [REVIEW]Øyvind F. Standal - 2011 - Medicine, Health Care and Philosophy 14 (2):177-184.
    In this article, the notion of re-embodiment is developed to include the ways that rearrangement and renewals of body schema take place in rehabilitation. More specifically, the embodied learning process of acquiring wheelchair skills serves as a starting point for fleshing out a phenomenological understanding of incorporation of assistive devices. By drawing on the work of Merleau-Ponty, the reciprocal relation between acquisition habits and incorporation of instruments is explored in relation to the learning of wheelchair skills. On the basis of (...)
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  4.  28
    Celebrating the Insecure Practitioner. A Critique of Evidence-Based Practice in Adapted Physical Activity.Øyvind F. Standal - 2008 - Sport, Ethics and Philosophy 2 (2):200-215.
    Over the past decade there has been a trend within adapted physical activity (APA) to question the hegemony of the medical understanding of disability. This debate has consequences for professional practice, which some argue should be regarded as a learning situation with a pedagogical orientation. The concept of evidence-based practice and research has spread from its origin in medicine to other allied health fields and education. In this article I discuss the limitations of applying evidence-based practice to a pedagogical approach (...)
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  5.  15
    “I Guess That the Greatest Freedom … ”: A Phenomenology of Spaces and Severe Multiple Disabilities.Kristin Vindhol Evensen & Øyvind Førland Standal - 2017 - Indo-Pacific Journal of Phenomenology 17 (2):1-11.
    This paper expresses wonder about how bodies in motion can lead towards an understanding of lived meaning in silent lifeworlds. In such lifeworlds, expressions are without words, pre-symbolic, and thus embodied. To address the wonder, phenomenological philosophy and phenomenological methodology were employed to frame an approach that acknowledges lives with disabilities as qualitatively different from, and yet not inferior to, nor less imbued with meaning than, lives without.The paper focuses on spatiality as decisive in determining possibilities for persons to express (...)
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