Mathias Vedsø Kristiansen

Adjunkt

Adjunkt, Institut for Medicin og Sundhedsteknologi
Adjunkt, Det Sundhedsvidenskabelige Fakultet
Sport Sciences

https://orcid.org/0000-0003-2372-2543

Fastnet9940 3747, 2680 3461
E-mailmvk@hst.aau.dk

Niels Jernes Vej 12, A5-220
9220 Aalborg Ø
Danmark

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Personlig profil

Undervisningsprofil

Lecturing tasks

Lectures on quantitative methods and basic statistics in the course “Introduction to Problembased Learning and Research Methods” on 1^st semester of the bachelor education in sports science. The theme during my lectures have been to introduce the use of quantitative methods and basic statistics in a research context. (Organized in 2015, 2016, 2017, 2018, 2019).

Supplementary teacher at the “Anatomy, Physiology and Health” course on 1^st semester of the bachelor education in sports science. Due to the large classes on this semester I have acted as supplementary teacher during lectures on human anatomy and lung anatomy and physiology. (Organized in 2014, 2015, 2016, 2017, 2018)

Responsible of Journal club at the course “Anvendt træningsfysiologi og idrætsinformatik” on 5^th semester of the bachelor education in sports science. The theme was to educate the students in critical dissemination of scientific papers. (Organized in 2013)

Lectures on ergonomics and rehabilitation at the course “Ergonomics” on 6^th semester of the bachelor education in sports science. The theme has been to introduce the relevant scientific methods used in rehabilitation of musculoskeletal injuries and to evaluate their efficacy. (Organized in 2013, 2014, 2015, 2016, 2017, 2018, 2019).

Practical lectures demonstrating the practical use of different scientific methods related to Ergonomics (e.g. electromyography, motion capture etc.) at the course “Ergonomics” on 6^th semester of the bachelor education in sports science. (Organized in 2013, 2014, 2015, 2016, 2017, 2018, 2019)

Lectures on hypertrophy and neural adaptations in relation to heavy strength training at the course “Effects of strength and power training” on the 2^nd semester of the master education in sports science. (Organized in 2016, 2017, 2018, 2019)

Presenter at the PhD course: “Second Annual Symposium on Physical Activity and Human Performance 2016, 2018”.

Supervision tasks

I have in total supervised the following as primary supervisor:

8 groups on 1. Semester Bachelor sports science.

5 groups on 2. Semester Bachelor sports science.

19 groups on 3. Semester Bachelor sports science.

8 groups on 5. Semester Bachelor sports science.

6 groups on 6. Semester Bachelor sports science.

6 groups on 1. Semester Master sports science.

8 groups on 2. Semester Master sports science.

8 groups on 3. Semester Master sports science.

4 groups on 4. Semester Master sports science.

1 group on 9. Semester Clinical science and technology.

I have supervised the following as co-supervisor:

3 group on 6. Semester Bachelor sports science.

3 group on 1. Semester Master sports science.

6 groups on 4. Semester Master sports science.

I have served as internal censor on project exams on 24 occasions, all within the sports science education at AAU on the 1^st. 2^nd, 3^rd,5^th, 7^th and 9^th semester. I have also served as internal censor on the practical Track and Field and Outdoor activities exam in 2016, 2017, 2018, 2019.

I have been elected to serve as external censor by the censor board for sports science in Denmark for a period of 4 years running from 2018-2022. In this regard, I have served as censor on Aarhus University and University of Southern Denmark on multiple occasions.

Course Administration

I function as semester coordinator for the 6^th semester on the sports science bachelor education, and thus have the leading responsibility for the planning and implementation of all teaching activities during this semester. (2017, 2018, 2019)

I have been a key person in the development of the new 8th semester course “Effects of Strength and Power Training” (2014).

I was part of the committee for revising the curriculum of the master education in sports science. (2014)

I was part of the committee for revising the curriculum of the bachelor and master education in sports science in 2019. In this case I was main responsible for describing the curriculum for the courses “Endurance training and strength training” and “Health and performance effects of strength training”. Similarly I was part of describing the curriculum for the courses ”Biomechanics and strength training” and “Exercise physiology”.

Teaching Philosophy

As a former student at AAU, on both the bachelor and masters level, I have had quite a lot of experiences on how teaching is carried out within the framework of the Aalborg Problem Based Learning model. As a result, I have developed some very clear ideas and thoughts on what I consider to be good and constructive teaching and supervision.

The good and constructive teaching, in my opinion, encompasses that there is a certain connection between the students and the teacher. The teacher must be engaged in communicating the content of the lecture in a way that is both relevant and comprehensible to the students. In the cases were this connection is successfully established, it is my experience that the students are more open to learning, act more engaging with in the lecture, and are more actively participating in the discussions. The connection seems to be very dependent on the relevance of the topic of the lecture, meaning that if the students are able to see why this is important and relevant for them and their education, they act more engaging, than if they are not able to see the relevance. As the relevance of any particular lecture is not always very clear to the students, it is sometimes important to facilitate the students in seeing the relevance. To be successful in this task, I find that the relevance of the topic being taught must be a key part in the preparation of the teaching material, and must be further underlined during the lecture, for instance using both verbal and nonverbal communication. For a more detailed description on how I plan to do this, please see Annex 3: Planning and implementation of group instruction.

It can sometimes turn in to a bad example of teaching, when the students are not able to see the relevance of the material being presented during a lecture. In such a case, there is often times not a connection between the teacher and the students, and it seems that the information being communicated from the teacher, is simply not being received from the students. In such a case the teacher will talk throughout the lecture, and the students will not be paying attention or actively engaging in discussions at all, with the end result being a very low learning outcome.

As a project supervisor, I find that my core assignment is to help guide the students, in contrast to help control and manage their project for them. As prescribed in the Aalborg PBL model, my focus is for the students to develop the ability to gain knowledge and competencies on a high academic level by themselves. Meaning that it is the students own responsibility to make decisions on what they need to learn in relation to their project, how they should go about learning it and when it should be done. As problems are bound to happen in this process, I see it as my job as supervisor to facilitate the necessary reflections required to identify the pros and cons of any suggested solutions to the problems, but never to make the final decision. When functioning as supervisor it is not my job to instruct and lecture the students, but rather to facilitate a process in which they can learn to make a reflected and conscious choice and build arguments to support this choice, while being aware of the arguments against this choice. In my experience the learning outcome for the students is much higher when the students assume responsibility for the learning process, instead of depending on the supervisor to provide this process.

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37 Lignende profiler

Muscles Medicin og biovidenskab

Ankle Medicin og biovidenskab

Biomechanical Phenomena Medicin og biovidenskab

Electromyography Medicin og biovidenskab

Walking Medicin og biovidenskab

Body Weight Medicin og biovidenskab

Knee Medicin og biovidenskab

Pressure Medicin og biovidenskab

Publikationer 2012 2019

17 Konferenceabstrakt i proceeding
9 Tidsskriftartikel
2 Konferenceabstrakt i tidsskrift
1 Ph.d.-afhandling
1 Mere
- 1 Konferenceartikel i proceeding

1 Citation (Scopus)

Effect of body weight support on muscle activation during walking on a lower body positive pressure treadmill

Kristiansen, M., Odderskær, N. & Kristensen, D. H., okt. 2019, I : Journal of Electromyography & Kinesiology. 48, s. 9-16 8 s.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

Walking

Body Weight

Pressure

Muscles

Lower Extremity

Inter- and intra-individual variability in the kinematics of the back squat

Kristiansen, M., Rasmussen, G. H. F., Sloth, M. E. & Voigt, M., 1 okt. 2019, I : Human Movement Science. 67, 102510.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

Biomechanical Phenomena

Ankle

Individuality

Hip

Knee

Anodal Transcranial Direct Current stimulation does not improve voluntary activation level or maximal voluntary contraction in quadriceps

Nørgaard, J. E., Thomsen, M. J., Aaes, J. S., Knudsen, D., Voigt, M. & Kristiansen, M. V., 5 okt. 2018, Program & Abstracts, 10th Annual Meeting of the Danish Society of Biomechanics, 5 October 2018, Brøndby, Denmark. Danish Society of Biomechanics, s. 24

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceabstrakt i proceeding › Forskning

Åben adgang

Competitive weightlifters display significant inter- and intra-individual variability in the kinematics of the back squat

Kristiansen, M. V., Rasmussen, G. H. F., Sloth, M. E. & Voigt, M., 2018, Book of Abstracts, 23rd Annual Congress of the European College of Sport Science, ECSS, 4-7 July 2018, Dublin, Ireland. European College of Sport Science, s. 69-70 2 s.

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceabstrakt i proceeding › Forskning › peer review

Åben adgang

1 Citation (Scopus)