Ole Lund

VIA University College, Faculty of Education and Social Studies, Adjunct

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My research interests revolve around talent- and expertise development in different contexts and how this relate to different forms of apprenticeship learning. In particular I am interested in studying how people learn from each other by being absorbed in shared actions and situations. This way people seem to embody each other and become woven into a single fabric. They think and act through each other and make each other think and act in ways that goes beyond their individual capacity, i.e. they learn.

My goal is to further clarify how people learn from each other when they involve themselves in each others practices. Furthermore my goal is to point out conditions and types of relations that support this way of learning.

I did a Ph.D at University of Southern Denmark in sport science. My thesis is about social situated learning and development of expertise among elite athletes. Prior to that, I did a master thesis at University of Southern Denmark in physical education among overweight children and a BA at Aarhus University talent development in badminton. Besides this, I have an minor degree in Film and Media at Aarhus University.
Phone: +45 21705025
Address: Blankavej 14, 2. th, 2500 Valby, Denmark

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Exploring talent development environments –inspirations to medical education at doctoral level

Interactional Learning in Elite Sport: A Case Study Among Elite Rowers

Intersubjective Learning in Elite Sport: A Case Study Among Elite Rowers

What can we learn from data about MMI raters' subjectivity when they make decisions about candidates' potential?

Positioning health professional identity: on-campus training and work-based learning

Higher Education, Skills and Work-Based Learning, 2017

PurposeDrawing on positioning theory, the purpose of this paper is to characterize the activities... more PurposeDrawing on positioning theory, the purpose of this paper is to characterize the activities and positions of students and supervisors at workplaces and on-campus skills training sites across the higher health professional educations of medicine, sports science, and nursing. Furthermore, the study explored the impact of work-based learning (WBL) and skills training on students’ personal professional identity development.Design/methodology/approachA qualitative case study was conducted across six workplace sites and three on-campus skills training sites with 20 days of observation and 21 in-depth interviews. The data were inductively analyzed resulting in the identification of 12 characteristic narratives. This was followed by abductive analysis using Harré’s concept of positioning as the theoretical framework.FindingsAcross the three higher health professional educations, work-based and on-campus skills training sites were characterized by two learning spaces with distinct posi...

(En)action research: practice transformation through processes of participatory sense-making in educational action research

Educational Action Research, Apr 26, 2023

Being Pulled into the Drama: How Early Childhood Educators Motivate Children by Way of Bodily Contact and Movements

Phenomenology and Practice, 2016

Movement lies at the core of what it means to be human. Our most primary mode of relating to othe... more Movement lies at the core of what it means to be human. Our most primary mode of relating to others is by way of movement. However, existing research literature has not sufficiently investigated the role of bodily interaction in the promotion of motivation in kindergartens. Typically, verbalised and intellectualised communication is emphasised with less attention paid to what can be communicated by way of bodily movements. The purpose of this article is the promotion of motivation in concrete bodily interactions between educators and children during educator-controlled activities. The study is based on a fieldwork study conducted in a Danish kindergarten. Two examples from this study are used to illustrate the profound and dramatic effect bodily interactions can have on children’s motivations. The study concludes that educators’ bodily ‘manipulative’ and dramatised engagement with children during pedagogical activities can be an effective and profound way of affecting children’s imm...

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