Movement-Centred Pedagogy: Conceptualising physically active learning in Norwegian education

Abstract

Background: Advancements in the field of physically active learning (PAL) during the past two decades have set the stage for this thesis. From an initial focus on physical activity levels and health outcomes, some parts of the PAL field have become oriented towards educational outcomes, such as pupils' cognitive performance and academic achievement (Norris et al., 2018; Watson et al., 2017). However, the field continues to be led by researchers with predefined parameters of interest, which can limit teachers' perspectives, pedagogy, and educational contexts (Donnelly et al., 2016; Vazou, 2019; Vazou et al., 2020). Against this background, this thesis was positioned in the educational part of the PAL field and aims to explore what forms PAL in primary schools in Norway. Furthermore, the thesis also aims to conceptualise a pedagogy with opportunities and purposes for integrating PAL into teaching. Conclusion: This thesis proposes that PAL is not a set of rigid rules that can be followed but one teaching method that centres pupils' education on physical activity and movement and can reprioritise the broader purposes of education. Moreover, the thesis also proposes that PAL is constantly renegotiated in the interface between policy, research and practice and is constituted for various purposes and processes. As such, the thesis concludes that there is a need to move beyond the previously predefined parameters of interests in health and the narrow vision of learning. Indeed, this conclusion supports that PAL could be renewed with the term “movement-centred pedagogy” to reflect better the broader perspectives of education and foreground teachers' pedagogical practices (Chalkley et al., 2023). To continue conceptualising PAL in the future, this thesis serves as a benchmark for foregrounding education and pedagogy as part of the PAL field and understanding PAL in the nexus between theory and practice and between researchers and teachers. Future research should continue to explore the pedagogical aspects of PAL and give more attention to pupils' perspectives of PAL as pedagogy.publishedVersio