Thomas Moser
Fællesforedrag, Torsdag d.
21.10 kl. 14.30 - 15.40
Se PowerPoint præsentation her
KROP, BEVÆGLSE OG LÆRING: HVAD
TROR VI? HVAD VED VI? HVAD HÅBER VI?
Thomas Moser
REFERANSELISTE
GENERELL OM
PSYKOSOISALE EFFEKTER AV IDRETT
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EFFEKTER PÅ
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NOEN
PUBLIKASJONER FRA THOMAS MOSER
Jacobsen, S., Söderberg, B. & Moser, T. (1998).
Ord i bevegelse - om
sammenhengen mellom dysleksi og motorisk funksjonsnivå og dysleksiens
spesifikke versus generelle karakter.
En kontrollert kvantitativ undersøkelse blant 5. klassinger i
Tønsbergdistriktet. I Einar Berggraf Jacobsen (red.), "Forskningsdagene
`98" En tverrfaglig artikkelsamling basert på elleve foredrag i avd. for
lærerutdanning (S. 151-170). Tønsberg: Høgskolen i Vestfold, Notat 5/98.
Moser, T. , Wenger, J., Jacobsen, S. & Söderberg, B. (1999).
Bevegelse og språk. Del 1: Teoretisk grunnlag. Kroppsøving, 49(3),
18-27.
Moser, T. & Wenger, J., (1999). Bevegelse og språk. Del 2: Bevegelseslek som
stimulering av elevenes kommunikative kompetanse. Didaktiske momenter og
eksempler. Kroppsøving, 49(5), 2-9.
Moser, T. (2000). Skaper fysisk aktivitet kloke og selvsikre mennesker?
Myter og fakta rundt forbindelsen mellom motorikk, kognitiv læring og
selvbilde. Sport & Psyke 23/24, 14-22.
Moser, T. & Christiansen, K. (2000).
Die Effekte psychomotorischen Trainings auf kognitive und motorische
Leistungsvoraussetzungen von Kindern. Spectrum der Sportwissenschaften,
12(1), 84-96.
Moser, T. (2001).
Sprechen ist Silber, Bewegen ist Gold? Zum Zusammenhang zwischen Sprache und
Bewegung aus psychomotorischer und handlungstheoretischer Sicht. I J.R.
Nitsch & H. Allmer (Hrsg.), Denken - Sprechen – Bewegen. Bericht über die
32. Tagung der Arbeitsgemeinschaft für Sportpsychologie vom 1.3. Juni 2000
in Köln (168-174). Köln: bps.
Christiansen, K. & Moser, T. (2002).
Sammenhengen mellom motorisk og språklig-kognitivt funksjonsnivå hos 11/12
åringer. En oppfølgingsundersøkelse etter 4 år.
Halden: Høgskolen i Østfold, skriftserie; Rapport 2002:2.
Moser, T. (2003). Kroppens og bevægelsens betydning for børn i
daginstitutioner. I B. Kjær, C. Nørgaard & N. Jensen (eds.), Sølvguiden
(S. 62-65). København: Socialministeriet.
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