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Unpacking physically active learning in education: a movement didaktikk approach in teaching?
Mandelid, M.B. Resaland, G.K. Lerum, O. Teslo, S. Singh, A. Bartholomew, J. Thurston, M. Tjomsland, H.E.,
Mandelid, M.B.
Resaland, G.K.
Lerum, O.
Teslo, S.
Singh, A.
Bartholomew, J.
Thurston, M.
Tjomsland, H.E.,
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© 2022 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
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2022-10-21
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Abstract
This paper explores teachers’ educational values and how they shape their judgements about physically active learning (PAL). Twenty one teachers from four primary schools in Norway participated in focus groups. By conceptualising PAL as a didaktikk approach, the findings indicated that teachers engaged with PAL in a way that reflected their professional identity and previous experiences with the curriculum. Teachers valued PAL as a way of getting to know pupils in educational situations that were different from those when sedentary. These insights illustrate how PAL, as a didaktikk approach to teaching, can shift teachers’ perceptions of pupils’ knowledge, learning, and identity formation in ways that reflect the wider purposes of education. The paper gives support to a classroom discourse that moves beyond the traditional, sedentary one-way transfer of knowledge towards a more collaborative effort for pupils’ development.
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Mandelid MB, Resaland GK, Lerum O et al (2022) Unpacking physically active learning in education: a movement didaktikk approach in teaching? Scandinavian Journal of Educational Research. Accepted for Publication.
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