Assessment has become a routine feature of school life, internationally. Little is known, however, about the consequences for young people of assessment and grading in physical education (PE) -- a subject often associated with physical recreation. This paper explores young Norwegian's perceptions of assessment and grading in PE from a sociological…

Teachers are designers and an essential act of the profession is the crafting of learning experiences to meet specific purposes. In this study, we follow a Norwegian physical education (PE) teacher in the design and teaching of a unit informed by a pedagogical model called the practising model (PM). Two research questions guided the study: (1) How…

In the Norwegian curriculum for physical education (PE), health is one of several topics students should learn about. However, the way in which many educators conceptualize health can impact both what students learn and how health is taught in PE. According to Mong and Standal (2019), differences in terms of the conceptualizations of health can…

Background: Student participation in curriculum negotiation has been widely regarded as beneficial for student engagement, motivation, and learning. Within the physical education (PE) context however, several scholars claim that these benefits are seldom realized. Interestingly, most investigations into curriculum negotiation in PE focus on…

The study examines the association between students' level of physical fitness and experiences of being 'seen' by their physical education (PE) teachers, by interviewing 26 high school students (13 with low physical fitness, and 13 with high physical fitness). The analyses indicated that being 'seen' in PE seems to be related to experienced…

This study investigates 10th-grade students' experiences with physical education (PE) units informed by a pedagogical model called the practising model (PM). We apply a theoretical framework that integrates core concepts from phenomenology with empirical investigations of experience by focusing on structures of human existence, such as embodiment,…

Background: Research has shown that students experience less stress in physical education (PE) than in other school subjects; some even find it stress-relieving. Nevertheless, there is a substantial group of students who regularly experience stress in PE. Knowledge of stressors and the attributes of different coping strategies to deal with those…

The aim of this study was to explore students' experiences with regulated physical education (RPE) as a placement option for PE classes. Four students from two high schools participated in in-depth interviews. The data were analyzed in accordance with Ricoeur's interpretation theory and informed by micro-sociology and phenomenology. The main…

In recent years, the complexity of post-modern societies has gained increasing attention. In terms of education, the attention involves focusing on how students experience inclusion and meaningful learning, regardless of their ethnic and/or socioeconomic background. These matters are particularly relevant in health and physical education (PE),…

Improving young people's mental health has become a priority for policy-makers in Norway as elsewhere. Although the evidence is limited, physical activity has been identified as having a role in mental health promotion with school physical education (PE) typically being presented as a suitable setting. Few studies, however, have explored young…

Several studies have emphasized the importance of handling disruptive situations in the physical education (PE) learning environment; however, few have investigated complex disruptive situations in PE and included both teacher and student perspectives. The aims of this study, which discusses an alternative teaching style for reducing disruptive…

The purpose of this study is to explore students' perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations (n = 77), individual semi-structured interviews (n = 13) and five focus group interviews (n = 18) with…

The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice…

Background: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of…

The aim of this cross-sectional study was to investigate the relationship between teacher learning support, motivational climate and self-regulated learning in upper-secondary school physical education. A sample consisting of 554 upper secondary school students from Norway (M[subscript age] = 17.05, SD = 0.91) answered a survey pertaining to their…