| Phenomenology and pedagogy in physical education O Standal Routledge, 2016 | 154 | 2016 |
| Reflective practice in physical education and physical education teacher education: A review of the literature since 1995 ØF Standal, VF Moe Quest 65 (2), 220-240, 2013 | 112 | 2013 |
| Peers as resources for learning: a situated learning approach to adapted physical activity in rehabilitation E Jespersen Adapted Physical Activity Quarterly 25 (3), 208-227, 2008 | 91 | 2008 |
| Pedagogies of embodiment in physical education–a literature review I Aartun, K Walseth, ØF Standal, D Kirk Sport, Education and Society 27 (1), 1-13, 2022 | 90 | 2022 |
| On practising in physical education: Outline for a pedagogical model K Aggerholm, O Standal, DM Barker, H Larsson Physical Education and Sport Pedagogy 23 (2), 197-208, 2018 | 75 | 2018 |
| Theory and practice in the context of practicum: The perspectives of Norwegian physical education student teachers ØF Standal, KM Moen, VF Moe European physical education review 20 (2), 165-178, 2014 | 73 | 2014 |
| Didactics of health in physical education–a review of literature HH Mong, ØF Standal Physical Education and Sport Pedagogy 24 (5), 506-518, 2019 | 72 | 2019 |
| Researching embodiment in movement contexts: A phenomenological approach ØF Standal, G Engelsrud Sport, education and society 18 (2), 154-166, 2013 | 72 | 2013 |
| Competition in physical education: Avoid, ask, adapt or accept? K Aggerholm, ØF Standal, MM Hordvik Quest 70 (3), 385-400, 2018 | 65 | 2018 |
| Habits, skills and embodied experiences: A contribution to philosophy of physical education ØF Standal, K Aggerholm Skills, Knowledge and Expertise in Sport, 53-66, 2018 | 55 | 2018 |
| Merleau-Ponty meets Kretchmar: Sweet tensions of embodied learning ØF Standal, VF Moe Sport, Ethics and Philosophy 5 (3), 256-269, 2011 | 50 | 2011 |
| Phronetic social science: A means of better researching and analysing coaching? LB Hemmestad, RL Jones, ØF Standal Sport, Education and Society 15 (4), 447-459, 2010 | 48 | 2010 |
| Celebrating the insecure practitioner. A critique of evidence-based practice in adapted physical activity ØF Standal Sports Ethics and Philosophy 2 (2), 200-215, 2008 | 45 | 2008 |
| Becoming a good coach: Coaching and phronesis ØF Standal, LB Hemmestad The ethics of sports coaching, 59-69, 2010 | 41 | 2010 |
| Developing the practising model in physical education: An expository outline focusing on movement capability DM Barker, K Aggerholm, O Standal, H Larsson Physical Education and Sport Pedagogy 23 (2), 209-221, 2018 | 40 | 2018 |
| Re-embodiment: incorporation through embodied learning of wheelchair skills ØF Standal Medicine, Health Care and Philosophy 14, 177-184, 2011 | 40 | 2011 |
| Phenomenology and adapted physical activity: Philosophy and professional practice ØF Standal Adapted Physical Activity Quarterly 31 (1), 35-48, 2014 | 36 | 2014 |
| Relations of meaning: A phenomenologically oriented case study of learning bodies in a rehabilitation context ØF Standal | 33 | 2009 |
| «Ei mil vid og ein tomme djup»?–ei undersøking av innhald og undervisning i kroppsøving på ungdomstrinnet i Noreg ØF Standal, KM Moen, K Westlie | 30 | 2020 |
| Tilpassa opplæring og inkludering i kroppsøving. I ØF Standal & G ØF Standal Rugseth (Red.), Inkluderende kroppsøving 1, 9-23, 2015 | 29 | 2015 |
