Unpacking physically active learning in education: a movement didaktikk approach in teaching?
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Publication date
2022Author
Mandelid, M.B.Resaland, G.K.
Lerum, O.
Teslo, S.
Chalkley, Anna
Singh, A.
Bartholomew, J.
Daly-Smith, Andrew
Thurston, M.
Tjomsland, H.E.
Keyword
Physically active learningDidaktikk
Educational values
Teaching methods
Movement integration
School-based physical activity
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© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.Peer-Reviewed
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openAccess
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Show full item recordAbstract
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.Version
Published versionCitation
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.Link to Version of Record
https://doi.org/10.1080/00313831.2022.2148271Type
Articleae974a485f413a2113503eed53cd6c53
https://doi.org/10.1080/00313831.2022.2148271