Kenneth Aggerholm

• Askildsen, Carl-Emil Marstrander; Aggerholm, Kenneth & Løndal, Knut (2024). Discontinuity, risk, patience, and appeal: existential aspects of practising in physical education. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2024.2368045.
• Aggerholm, Kenneth & Giese, Martin (2023). Bildung-Theoretical Approaches in German-Speaking and International Sport Pedagogy. I Balz, Eckart & Bindel, Tim (Red.), Bildungszugänge im Sport : Grundlagen und Offerten. Springer. ISSN 9783658388942. s. 27–40. doi: 10.1007/978-3-658-38895-9_3.
• Askildsen, Carl-Emil Marstrander & Aggerholm, Kenneth (2023). Practising in physical education: a phenomenologically grounded study of student experiences. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2023.2265384. Fulltekst i vitenarkiv
• Ronkainen, Noora; Aggerholm, Kenneth; Allen-Collinson, Jacquelyn & Ryba, Tatiana V. (2022). Beyond life-skills: talented athletes, existential learning and (Un)learning the life of an athlete. Qualitative Research in Sport, Exercise and Health. ISSN 2159-676X. doi: 10.1080/2159676X.2022.2037694. Fulltekst i vitenarkiv Vis sammendrag

  Following developments in educational discourse more broadly, learning discourses in youth sport have been shaped by outcome-based and instrumental goals of developing useful life-skills for ‘successful’ lives. There is, however, a need to expand such traditional understandings of sport-based youth development, which we undertook by exploring existential learning in sport through encountering discontinuity. We conducted in-depth qualitative research with 16 Finnish athletes (seven men/nine women, aged 19–20), five of whom had recently disengaged from the athlete development pathway. In the interviews, we used creative non-fiction vignettes to invite reflections on learning experiences in sport. Although participants reported having learnt many useful skills commonly associated with positive youth development discourses (e.g. goal setting, time-management), many also provided rich descriptions of other, important ‘life lessons’. These involved developing awareness of their bodily limitations, the nature of social relationships, and what it was like to live the life of an elite athlete. The findings revealed problematic features of (elite) sport cultures but also showed that encountering discontinuity could be beneficial as an important trigger for existential reflection, clarification of values, and a search for alternative ways of living.

• Aggerholm, Kenneth & Standal, Øyvind Førland (2021). Kroppslig læring er noe man kan øve seg på. I Østern, Tone Pernille; Bjerke, Øyvind; Engelsrud, Gunn Helene & Sørum, Anne Grut (Red.), Kroppslig læring - perspektiver og praksiser. Universitetsforlaget. ISSN 978-82-15-04370-8. s. 72–83. Vis sammendrag

  Kroppslig læring kom inn som et nytt begrep i læreplanen gjennom fagfornyelsen, Kunnskapsløftet 2020. Forfatterne av denne vitenskapelige antologien utforsker begrepet kroppslig læring gjennom ulike teoritradisjoner, fag- og profesjonspraksiser. Med forankring i nasjonal og internasjonal forskning, presenterer og diskuterer forfatterne flere perspektiver på, og praksiser i, kroppslig læring. Målgruppe for boken er profesjonsorienterte forskere, lærerutdan- nere, lærere i videre- og etterutdanning og lærerstudenter i master- løp. Boken er skrevet av 31 forfattere med faglig tilhørighet i lærer- utdanning eller annen høyere utdanning i Norge, Norden og New Zealand. Redaktører for boken er professor Tone Pernille Østern (NTNU), førsteamanuensis Øyvind Bjerke (NTNU), professor Gunn Engelsrud (HVL) og førsteamanuensis Anne Grut Sørum (NTNU).

• Aggerholm, Kenneth (2021). Practising movement. I Larsson, Håkan (Red.), Learning Movements: New Perspectives of Movement Education. Routledge. ISSN 9780367356811. s. 118–132.
• Ronkainen, Noora; Allen-Collinson, Jacquelyn; Aggerholm, Kenneth & Ryba, Tatiana (2020). Superwomen? Young sporting women, temporality and learning not to be perfect. International Review for the Sociology of Sport. ISSN 1012-6902. doi: 10.1177/1012690220979710. Fulltekst i vitenarkiv Vis sammendrag

  New forms of neoliberal femininity create demanding horizons of expectation for young women. For talented athletes, these pressures are intensified by the establishment of dual-career discourses that construct the combination of high-performance sport and education as a normative, ‘ideal’ pathway. The pressed time perspective inherent in dual-careers requires athletes to employ a variety of time-related skills, especially for young women who aim to live up to ‘superwoman’ ideals that valorise ‘success’ in all walks of life. Drawing on existential phenomenology, and in-depth interviews with 10 talented Finnish sportswomen (aged 19–22), we explored their experiences of lived time when pursuing dual-careers in upper secondary sport schools. Exploring participants’ bodily experiences of inhabiting the achievement life-world, we analyse how these sportswomen either learned ways of living up to this ambitious script or came to understand the detrimental effects of the script, necessitating other ways of being. For those who experience a disjuncture between the ‘perfect’ and their embodied experience, self-care practices are needed to restore life-world harmony, and orient to alternative futures.

• Madsen, Kasper Lasthein & Aggerholm, Kenneth (2020). ”Den følelse kan jeg ikke skabe, hvis jeg bare står og fortæller” – Lærernes erfaringer med en handlingsorienteret tilgang til bevægelse i folkeskolen. Forskning og forandring. ISSN 2535-5279. 3(1), s. 132–152. doi: 10.23865/fof.v3.2096. Fulltekst i vitenarkiv Vis sammendrag

  Indførelsen af kravet om 45 minutters daglig motion og bevægelse i folkeskolen har forandret lærernes undervisningspraksis. I dette kvalitative interviewstudie undersøger vi, hvilke didaktiske overvejelser lærere gør sig, når de integrerer bevægelse i deres undervisning. Undersøgelsen sigter på at nuancere forståelsen af og beskrive mulighederne i at integrere motion og bevægelse i undervisningen i folkeskolen. Studiets interviews peger på, at lærerne opfatter bevægelse som kropslige handlinger, der bidrager til indsigt i det faglige indhold frem for som fysiske aktiviteter, der fremmer eksekutive funktioner. Ifølge lærerne skal bevægelse i undervisningen give sansemotoriske, sociale og følelsesmæssige erfaringer, der bidrager til elevernes læring på en måde, som traditionel tavleundervisning ikke gør. Det er derfor lærernes didaktiske overvejelser om faglige mål og elevernes læring, der former bevægelsesaktiviteterne, og disse integreres således i lærernes fagdidaktik. Lærerne giver imidlertid udtryk for, at det er udfordrende at identificere berøringsflader mellem bevægelse og fagligt indhold. Ifølge lærerne øger bevægelsesaktiviteterne elevernes kropslige interaktion, hvilket gør undervisningen mere levende og engagerer eleverne. Det kan forstyrre undervisningen, men interviewene viser, at en handlingsorienteret bevægelsespraksis har potentiale til at skabe balance mellem bevægelsens vitalitet og den faglige styring.

• Aggerholm, Kenneth (2020). Handicap - Om det pædagogiske arbejde med besværligheder, forhindringer og ulemper. I Lund, Ole & Jensen, Jens-Ole (Red.), Sans for bevægelse - livsnerven i pædagogisk arbejde. Hans Reitzels Forlag. ISSN 9788741274942. s. 95–114.
• Madsen, Kasper Lasthein; Aggerholm, Kenneth & Jensen, Jens-Ole (2020). Enactive movement integration: Results from an action research project. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 95. doi: 10.1016/j.tate.2020.103139. Vis sammendrag

  In this article, we examine how to integrate movement into teaching. Through action research in four Danish primary schools, teachers and a researcher collaboratively developed movement activities in teaching. The result of the research is a didactical model for Enactive Movement Integration (EMI) containing six categories of bodily practices: to mime, dramatise, gesticulate, shape, imitate, and sense. These can provide pupils with sensory-motor, affective, and intersubjective experiences with the subject matter. We conclude that this didactical model can help teachers plan and conduct Movement Integration (MI) in a way that embraces the pupils’ embodied subjectivity and enactive engagement with the subject matter.

• Aggerholm, Kenneth & Breivik, Gunnar (2020). Being, having and belonging: values and ways of engaging in sport. Sport in Society: Cultures, Commerce, Media, Politics. ISSN 1743-0437. doi: 10.1080/17430437.2020.1734562. Fulltekst i vitenarkiv Vis sammendrag

  This article presents an analytical framework for understanding and studying the value structures that govern participation in sport. We combine insights from a Norwegian Monitor survey with existential philosophical reasoning to present an empirically based value structure and discern three fundamental ways of engaging in sport: being, having and belonging. We argue that distinguishing between these modes of engagement can contribute to describing, analysing and navigating in the variety of ways that participants engage in sport. Using friluftsliv and football as illustrative cases, we analyse how these existential dimensions can be prevalent in different forms of participation. Towards the end of the article, we discuss the strengths and weaknesses of our approach, and how the existential dimensions may relate and intertwine in practice.

• Aggerholm, Kenneth (2020). Defiance in sport. Journal of the Philosophy of Sport. ISSN 0094-8705. doi: 10.1080/00948705.2020.1724514. Fulltekst i vitenarkiv Vis sammendrag

  This article examines the role and value of defiance in sport. I argue that defiance is a virtue in sport and make a case for it as a spirited and praiseworthy way of counteracting burdened conditions. To do this, I distinguish between three forms of defiance: 1) ascetic defiance as persistent practising to overcome limits and outdo difficulty, 2) agonistic defiance as intensified efforts to counteract and overcome opponents, and 3) rebellious defiance as counteracting unjust authority. These describe ways in which athletes can counteract burdens in sport, and for each dimension, I present examples from sport to illustrate the relevance of defiance for this particular area. I conclude that defiance is at the heart of the sporting practice and that it is virtuous when enacted towards the right things, at the right time, in the right way and towards the right ends. I round off by briefly pointing to areas for further studies of defiance in sport.

• Ronkainen, Noora; Aggerholm, Kenneth; Ryba, Tatiana V. & Allen-Collinson, Jacquelyn (2020). Learning in sport: from life skills to existential learning. Sport, Education and Society. ISSN 1357-3322. 26(2), s. 214–227. doi: 10.1080/13573322.2020.1712655. Fulltekst i vitenarkiv Vis sammendrag

  Youth sport is habitually promoted as an important context for learning that contributes to a person’s broader development beyond sport-specific skills. A growing body of research in this area has operated within a life skills discourse that focuses on useful, positive and decontextualised skills in the production of successful and adaptive citizens. In this paper, we argue that the ideological discourse of life skills, underpinned by ideas about sport-based positive youth development, has unduly narrowed the research on learning in sport to only what is deemed functional, teachable, and economically productive. After considering the problems associated with the currently dominant life skills approach, we explore existential learning as an alternative perspective on conceptualising and studying learning in sport. An existential approach provides a non-instrumental theory of learning with an emphasis on discontinuity, relational self and ‘becoming’, opening an avenue for exploring various forms of informal learning under-explored in sport. We discuss the applications of this alternative approach for future research and practice in learning in youth sport.

• Madsen, Kasper Lasthein & Aggerholm, Kenneth (2020). Embodying education - a bildung theoretical approach to movement integration. Nordic Journal of Studies in Educational Policy. ISSN 2002-0317. 6(2), s. 157–164. doi: 10.1080/20020317.2019.1710949. Fulltekst i vitenarkiv
• Rucinska, Zuzanna & Aggerholm, Kenneth (2019). Embodied and Enactive Creativity in Sports. I Cappuccio, Massimiliano L. (Red.), Handbook of Embodied Cognition and Sport Psychology. MIT Press. ISSN 9780262348171. s. 669–694.
• Aggerholm, Kenneth & Larsen, Signe Højbjerre (2018). Bubbles & Squat – did Dionysus just sneak into the fitness centre? Journal of the Philosophy of Sport. ISSN 0094-8705. 45(2), s. 189–203. doi: 10.1080/00948705.2018.1481415. Fulltekst i vitenarkiv Vis sammendrag

  A Danish fitness chain recently introduced a new concept called Bubbles & Squat. Here, fitness training is combined with free champagne and music. In this paper, we examine this new way of bringing parties, alcohol and physical culture together by exploring the possible meaning of it through existential philosophical analysis. We draw in particular on Nietzsche’s distinction between the Apolline and the Dionysiac, as well as his account of great health. On this basis, we analyse Bubbles & Squat as a case of Dionysiac intoxication, excess and ecstasy sneaking into contemporary Apolline fitness culture. In the last part of the paper, we raise the question if adding parties and bubbles to fitness training may, perhaps paradoxically, be healthy for the participants in an existential sense because it contributes to existential balance between the Dionysiac and the Apolline. We conclude that the philosophical framework presented in this paper can contribute to a new understanding of a general physical cultural phenomenon that the case of Bubbles & Squat represents.

• Aggerholm, Kenneth; Standal, Øyvind Førland & Hordvik, Mats (2018). Competition in Physical Education: Avoid, Ask, Adapt or Accept? Quest (National Association for Physical Education in Higher Education). ISSN 0033-6297. 70(3), s. 385–400. doi: 10.1080/00336297.2017.1415151. Fulltekst i vitenarkiv Vis sammendrag

  Competition is an essential part of youth sport. But should it also be part of the curriculum in physical education? Or are competitive activities incompatible with the educational context? While some researchers have argued that physical education should embrace the sporting logic of competition, others have criticized the negative experiences it can create for some students in school. In this article, we draw on insights from the philosophy of sport as well as educational philosophy, with the aim of questioning and critically examining the integration of competitive activities in physical education. We present and discuss four normative arguments (AVOID, ASK, ADAPT, and ACCEPT) that can each in their own way inform and guide future talks on the topic.

• Barker, Dean; Aggerholm, Kenneth; Standal, Øyvind Førland & Larsson, Håkan (2018). Developing the practising model in physical education: an expository outline focusing on movement capability. Physical Education and Sport Pedagogy. ISSN 1740-8989. 23(2), s. 209–221. doi: 10.1080/17408989.2017.1371685. Fulltekst i vitenarkiv Vis sammendrag

  Background: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been well-received in educational contexts, these models seek to extend students’ capacities within a limited number of ‘human activities’ (Arendt, 1958). The activity of human practising, which is concerned with the improvement of the self, is not explicitly dealt with by current models. Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education. Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model. Discussion: The model’s potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered. Conclusion: The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper.

• Aggerholm, Kenneth; Standal, Øyvind Førland; Dean, Barker & Håkan, Larsson (2018). On practising in physical education: outline for a pedagogical model. Physical Education and Sport Pedagogy. ISSN 1740-8989. 23(2), s. 197–208. doi: 10.1080/17408989.2017.1372408. Fulltekst i vitenarkiv Vis sammendrag

  Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account of vita activa to map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration. Purpose: The aim of the paper is to outline a new pedagogical model for physical education: a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model. Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising. Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education.

• Aggerholm, Kenneth & Martiny, Kristian Moltke (2017). Yes We Can! A Phenomenological Study of a Sports Camp for Young People With Cerebral Palsy. Adapted Physical Activity Quarterly. ISSN 0736-5829. 34(4), s. 362–381. doi: 10.1123/apaq.2015-0135. Vis sammendrag

  This article contributes to the understanding of embodied practices and experiences within adapted physical activity. It presents a study of a 4-day winter sports camp for young people with cerebral palsy. The experiences of the participants were investigated through qualitative interviews. The findings are analyzed through a phenomenological framework of embodiment and the notions of body schema and body image. By paying special attention to the bodily experience of “I can,” this study shows that participants learned new ways of approaching challenges, gained bodily control in challenging situations, expanded their fields of possible actions through practicing, as well as learned to understand and accept themselves. These findings reveal central values of bodily interventions for people with cerebral palsy and have the potential to inform pedagogical work within the area of adapted physical activity.

• Aggerholm, Kenneth (2017). Ethics of Youth Sport. I Kretchmar, Scott (Red.), Philosophy: Sport. Macmillan Publishers Ltd.. ISSN 978-0-02-866337-1. s. 223–242.
• Aggerholm, Kenneth & Højbjerre Larsen, Signe (2017). Parkour as acrobatics: an existential phenomenological study of movement in parkour. Qualitative Research in Sport, Exercise and Health. ISSN 2159-676X. 9(1), s. 69–86. doi: 10.1080/2159676X.2016.1196387. Vis sammendrag

  The aim of this paper is to pursue a novel understanding of parkour. Through an existential phenomenological analysis based on the phenomenology of embodiment and spatiality found in Merleau-Ponty and drawing on Sloterdijk’s philosophical account of acrobatics, we will examine the bodily experience of practitioners in parkour and analyse their process of practising and performing tricks as an acrobatic movement phenomenon. The practitioners use three central terms to describe this process: challenge, break and clean. We use these terms to frame the analysis of how the practitioners are bodily related to what is not yet possible (challenge), how they repeat towards making new tricks possible (break) and how they perfect their bodily experience of moving (clean). Parkour as acrobatics describes the circular and vertical process of revising and refining one’s bodily relation to the world, through which practitioners are continuously attracted to new challenging moves and carve out new possible movements for themselves and others.

• Martiny, Kristian Moltke & Aggerholm, Kenneth (2016). Embodying Cognition: Working with self-control in cerebral palsy. The Cognitive Behaviour Therapist. The Cognitive Behaviour Therapist. ISSN 1754-470X. 9(e33), s. 1–22. doi: 10.1017/S1754470X16000192.
• Standal, Øyvind Førland & Aggerholm, Kenneth (2016). Habits, skills and embodied experiences: a contribution to philosophy of physical education. Sport, Ethics and Philosophy. ISSN 1751-1321. 10(3), s. 269–282. doi: 10.1080/17511321.2016.1220972. Fulltekst i vitenarkiv Vis sammendrag

  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 is first considered. In particular, we draw on Merleau-Ponty’s notion of habit. Further, we introduce pragmatist philosophy and in particular the work of John Dewey as a useful complement to the phenomenological perspective. It is in particular Dewey’s emphasis on habits, experience and education that are found to be useful in our exploration of the relationship between the two justifications under consideration, because it allows us to point out the importance of habits of attentiveness.

• Aggerholm, Kenneth (2016). On practising in sport: towards an ascetological understanding of sport. Journal of the Philosophy of Sport. ISSN 0094-8705. 43(3), s. 350–364. doi: 10.1080/00948705.2016.1159917. Vis sammendrag

  Within the philosophy of sport, the phenomenon of practising (askēsis) has received very little attention, whereas other related aspects of sport such as excellence (aretē) and competition (agon) have been subjected to many and thorough studies. This essay will attempt to clarify this particular phenomenon of practising through the notion of athletic ascetics, which will be analysed as a special variant of askēsis. Drawing especially on Foucault’s lectures on ascetics in ancient philosophy and Sloterdijk’s anthropology of the practising life, the essay outlines and interrogates the potential relevance of an ascetological understanding of sport. Through both descriptive and normative analysis, it is argued that athletic ascetics can refine our understanding of performance in sport and comprise an embodied account of the formative aspect of ethics, with implications for ethical considerations related to performance enhancement.

• Aggerholm, Kenneth (2015). Existential philosophy and sport. I McNamee, Mike & Morgan, William J. (Red.), Routledge Handbook of the Philosophy of Sport. Routledge. ISSN 978-0-415-82980-9. s. 142–160. doi: 10.4324/9780203466261-11.
• Ronglan, Lars Tore & Aggerholm, Kenneth (2014). ‘Humour helps’: Elite sports coaching as a balancing act. Sports Coaching Review. ISSN 2164-0629. doi: 10.1080/21640629.2014.885776. Vis sammendrag

  To date, humour's role in sport settings has hardly received scholarly attention. However, reflecting on future research within the sociology of sports coaching (Jones, Ronglan, Potrac, & Cushion, 2011), it was suggested that ‘the multi-functional use of humour, its intent, manifestation, and effect within the often emotionally-charged world of coaching, would appear to hold very interesting possibilities’ (p. 185). This formed the point of departure for the work presented in this paper. The study focuses on how coaches interpret the appearance of humour in the context they operate, and how they apply it as an integrated part of their coaching performances. In-depth interviews with six experienced elite Scandinavian sport coaches formed the empirical basis for the analysis. Based on Erving Goffman's sociology of social interaction, the data were analysed and discussed in relation to three main categories: humour's significance in the elite sport context, humour and group dynamics, and the performance of the coach. The analysis demonstrates that ‘humorous coaching’ can be seen as a balancing act between the inherent tensions of ‘seriousness and fun’, ‘distance and closeness’, and ‘authenticity and performance’.

• Aggerholm, Kenneth (2013). Express yourself: the value of theatricality in soccer. Journal of the Philosophy of Sport. ISSN 0094-8705. 40(2), s. 205–224. doi: 10.1080/00948705.2013.785414. Vis sammendrag

  The purpose of this paper is to study the expressive part of game performance in soccer by introducing the concept of theatricality to describe a special form of expression. The aim is to contribute to the understanding of game performance by looking into the appearance, role and value of theatricality. The main argument of the paper is that theatricality can describe an important, but rarely noticed performance aspect, as it provides a unifying concept for expressive distancing in four dimensions of the players’ life-worlds: the subjective, intersubjective, collective and institutional. By explicating the value of this kind of expression in soccer the paper can provide a philosophical basis for including theatricality in performance and development strategies.

• Ronglan, Lars Tore & Aggerholm, Kenneth (2013). Humour and sports coaching : a laughing matter? I Potrac, Paul; Gilbert, Wade & Denison, Jim (Red.), Routledge handbook of sports coaching. Routledge. ISSN 978-0-415-78222-7. s. 222–234. doi: 10.4324/9780203132623.ch18.
• Aggerholm, Kenneth; Jespersen, Ejgil & Ronglan, Lars Tore (2012). Falling for the feint - an existential investigation of a creative performance in higj-level football. I Martínková, Irena & Parry, Jim (Red.), Phenomenological approaches to sport. Routledge. ISSN 978-0-415-69710-1. s. 159–174. doi: 10.1080/17511321.2011.602589.
• Aggerholm, Kenneth & Ronglan, Lars Tore (2012). Having the last laugh : the value of humour in ivasion games. Sport, Ethics and Philosophy. ISSN 1751-1321. 6(3), s. 336–352. doi: 10.1080/17511321.2012.689321. Vis sammendrag

  This paper provides an existential analysis of humour as a social virtue in invasion games at the elite sport level. The main argument is that humour in this particular context can be valuable both in the competitive social training environment and in game performance. This is investigated through philosophical and psychological conceptualisations of humour that are used to reveal and analyse the appearance and possible value of a humorous approach in various social situations experienced during invasion games and the associated training situations. It is concluded that humour can help balance and structure the social training environment as well as facilitate creative game performance. On this basis it is suggested that the existential perspectives on humour presented could make a fruitful contribution to talent development in the domain of invasion games.

• Aggerholm, Kenneth; Jespersen, Ejgil & Ronglan, Lars Tore (2011). Falling For The Feint – An Existential Investigation Of A Creative Performance In High-Level Football. Sport, Ethics and Philosophy. ISSN 1751-1321. 5(3), s. 343–538. doi: 10.1080/17511321.2011.602589. Vis sammendrag

  This paper begins with the decisive moment of the 2010 Champions League final, as Diego Milito dribbles past van Buyten to settle the score. By taking a closer look at this situation we witness a complex and ambiguous movement phenomenon that seems to transcend established phenomenological accounts of performance, as a creative performance such as this cannot be reduced to bodily self-awareness or absorbed skilful coping. Instead, the phenomenon of the feint points to a central question we need to ask when investigating performance in football: ‘How can one intentionally transcend the expectations of others?’ In order to clarify this, the paper will conduct a contextual analysis of a feint drawing on existential philosophy and phenomenology. The main argument is that the feint incarnates a fundamental and indispensable strategy in the game context of football and the analysis of it throws light on central existential phenomena involved in game creativity, with appearance, seduction, commitment and value being the focal ones. The analysis suggests a broader notion of expertise by pointing to the need of stressing the dynamic and social game context. What the feint explicates is that in football it is not enough to be aware of your own body or rely on your embodied habits. In order to cope in the game situation it is also necessary to be absorbed in the other and transcend his or her expectations.

• Aggerholm, Kenneth; Jespersen, Ejgil & Ronglan, Lars Tore (2011). Ko pades na finto: Eksistencialna preiskava ustvarjalnega nastopa v vrhunskem nogometu. Borec. ISSN 0006-7725. LX111(676-680), s. 330–353.

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• Aggerholm, Kenneth (2015). Talent Development, Existential Philosophy and Sport : On Becoming an Elite Athlete. Routledge. ISBN 978-1-138-02553-0. 210 s.

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• Aggerholm, Kenneth (2023). Practising in Sport. What is it and why does it matter?
• Aggerholm, Kenneth; Ronkainen, Noora & Xenia, Schmidli (2023). The Digi-appearing Body.
• Aggerholm, Kenneth (2023). Training and Practising: Same same but different?
• Aggerholm, Kenneth & Askildsen, Carl-Emil Marstrander (2023). Øving i kroppsøving. En fenomenologisk forankret studie av elevers erfaringer.
• Aggerholm, Kenneth (2023). Growing Playgrounds in Physical Education: On the Role of Practising (Øving) for Meaningful Experiences.
• Aggerholm, Kenneth (2023). Admiration in Sport.
• Aggerholm, Kenneth (2023). Sport Humanism - Contours of a Humanist Theory of Sport.
• Aggerholm, Kenneth (2022). Idrettens verdier og etikk - et spørsmål om pedagogikk.
• Aggerholm, Kenneth (2022). The Digi-appearing Body: Questions Concerning Physical Activity in the Digital Age .
• Ronkainen, Noora & Aggerholm, Kenneth (2022). Practising and Meaningful Experiences in Physical Education. [Internett]. Physical Activity Researcher Podcast.
• Ronkainen, Noora & Aggerholm, Kenneth (2022). Creativity and Practising in Sport. [Internett]. Physical Activity Researcher Podcast.
• Aggerholm, Kenneth & Standal, Øyvind Førland (2021). Humanvitenskapelig pedagogikk i kroppsøving.
• Aggerholm, Kenneth & Ronkainen, Noora (2021). Existential Learning.
• Hordvik, Mats Melvold & Aggerholm, Kenneth (2021). A Bildung Theoretical Underpinning of Models-based Practice in Physical Education.
• Aggerholm, Kenneth; Barker, Dean; Standal, Øyvind Førland & Larsson, Håkan (2021). Practising movement at home: An idea for meaningful remote teaching in physical education. idrottsforum.org/artiklar.
• Højbjerre Larsen, Signe & Aggerholm, Kenneth (2020). En filosofisk tilgang: Bubbles & Squat - har dionysos sneget sig ind i fitnesscenteret? I Højbjerre Larsen, Signe & Ravn, Susanne (Red.), Krop og bevægelse i idræt og sundhed: Kulturanalytiske tilgange. Syddansk Universitetsforlag. ISSN 978 87 408 3267 9. s. 149–162.
• Aggerholm, Kenneth (2020). Kropp + Øving = Sant. NIH-bloggen.
• Aggerholm, Kenneth (2020). The Philosophy of Football by by Borge, S., Abingdon, Routledge, 2019, 296 pp. Sport, Ethics and Philosophy. ISSN 1751-1321. 14(2), s. 282–286. doi: 10.1080/17511321.2020.1720278.
• Aggerholm, Kenneth (2019). Bevægelsesglæde – et pædagogisk mål eller middel?
• Aggerholm, Kenneth (2019). Defiance in sport.
• Aggerholm, Kenneth & Breivik, Gunnar (2019). Being, Having and Belonging: Values and Ways of Engaging in Sport.
• Aggerholm, Kenneth & Standal, Øyvind Førland (2018). Bildung-Theoretical Reflections on the Justification of Physical Education.
• Aggerholm, Kenneth & Jespersen, Ejgil (2018). Kroppslig forståelse av motivasjon i kroppsøving.
• Aggerholm, Kenneth & Larsen, Signe Højbjerre (2017). Bubbles & Squat - Did Dionysus just sneak into the fitness center?
• Aggerholm, Kenneth & Matthews, John (2017). Having a talent or Being a talent - that is the question.
• Aggerholm, Kenneth; Standal, Øyvind Førland & Hordvik, Mats (2017). Vi må tale om konkurranse i kroppsøving.
• Aggerholm, Kenneth (2014). Introduction to the Philosophy of Sport. Sport, Ethics and Philosophy. ISSN 1751-1321. 8(2), s. 203–208. doi: 10.1080/17511321.2014.912675.
• Aggerholm, Kenneth (2014). The Philosophy of Sport: Advances, Contours and Potentials of an Academic Discipline (The Bloomsbury Companion to the Philosophy of Sport). Scandinavian Sport Studies Forum. ISSN 2000-088X.
• Aggerholm, Kenneth (2008). Research ethics in exercise, health and sports sciences [bokandmeldelse]. Scandinavian Sport Studies Forum. ISSN 2000-088X.
• Aggerholm, Kenneth (2006). Jespersen, Ejgil, Matti Goksøyr & Lars Tore Ronglan (red) Ethical Expertise, Phronesis and Moral Education: Special Issue of Moving Bodies, No. 2 2006 Vol. 4 [anmeldelse]. Scandinavian Sport Studies Forum. ISSN 2000-088X.
• Martiny, Kristian Moltke & Aggerholm, Kenneth (2015). “Ja vi kan” – Et pilotstudie fra HEC Vintercamp 2014. Helene Elsass Center.
• Aggerholm, Kenneth (2013). Elite-Bildung : An Existential-Phenomenological Study of Talents Developing in Football. Aarhus Universitetsforlag.
• Olesen, Jesper; Aggerholm, Kenneth & Kofoed, Jette (2008). Flere end to slags børn - en rapport om køn og ligestilling i børnehaven. Aarhus Universitetsforlag. ISSN 9788792142238.

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