Interessebasert kroppsøving
DOI:
https://doi.org/10.5617/adno.4812Keywords:
Idrettsglede, bevegelsesglede, motivasjon, interessebasert kroppsøving, autonomi, sosial tilhørighet, kompetanseAbstract
Forskning indikerer at kroppsøvingsfaget slik det presenteres i dag, ikke oppleves meningsfullt for alle elever, og med den rådende sportsdiskurs kan faget for noen virke mot sin hensikt (Säfvenbom, Haugen & Bulie, 2015). Vi vet lite om hvordan ulike organiseringsformer av kroppsøvingsfaget kan gjøre faget mer meningsfullt for flere elever. I denne studien undersøker vi gjennom kvalitative forskningsintervjuer med fem elever og et fokusgruppeintervju med fire lærere hvordan elever uttrykker seg om kroppsøving og egen motivasjon når de får mulighet til å gjennomføre en ny organiseringsform for kroppsøvingsfaget, «interessebasert kroppsøving» (IBKRØV). Organiseringsformen lar elevene få velge mellom to varianter av kroppsøving: «idrettsglede» og «bevegelsesglede». Begge variantene arbeider mot de samme kompetansemålene, men tilnærmingsmåten er ulik. Bevegelsesglede har en lekende tilnærming til aktivitet, mens idrettsglede fokuserer mer på idrettslig utvikling. Hovedideen med IBKRØV er at elevene skal få velge et kroppsøvingsfag med utgangspunkt i egne bevegelseserfaringer, verdier og interesser. Det ser ut som om IBKRØV klarer å legge til rette for trygge læringsmiljøer og et meningsfullt innhold i en selvbestemt kroppsøvingskontekst. Mer forskning trengs for å få mer nyansert kunnskap om IBKRØVs påvirkning på elevenes motivasjon, læring og utvikling gjennom ungdomsårene.
Nøkkelord: idrettsglede, bevegelsesglede, motivasjon, interessebasert kropps-øving, autonomi, sosial tilhørighet, kompetanse
Interest-based physical education
Abstract
Research suggests that some students do not perceive the current physical education system as meaningful, and to them, the prevailing sports discourse in physical education could be counterproductive (Säfvenbom, Haugen & Bulie, 2015). There is little knowledge on how different forms of organisation can make physical education more meaningful for students. This study uses qualitative interviews with five pupils and a focus group of four teachers to examine how students experience physical education, and their motivation for physical edu¬cation, when they participate in a new organisational model known as “interest-based physical education” (IBPE). In IBPE, students may choose between either “joy of sport” or “joy of movement”. Students work towards the same competence goals in both models, but their approach will be different. Joy of movement has a playful approach to activity while joy of sport focuses more on sports development. The main idea of IBPE is that students may choose a model of physical education that accords with their own experiences, values and interests. In the current study, IBPE appears to facilitate autonomous motivation and create a learning environment where students experience a meaningful content in a safe and supportive context. Although the present results are encouraging, there is still a need for more research on the potential of IBPE to influence pupils’ motivation for and development in physical education.
Keywords: joy of sports, joy of movement, motivation, interest-based physical education, autonomy, relatedness, competence
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