Assessment in physical education for lifelong enjoyment of friluftsliv

Abstract

Teaching the Nordic way of traditional outdoor life, known as friluftsliv, and assessment in physical education (PE), are considered challenging given the intentions and goals of the Norwegian national curriculum of 2006. This study explores how teachers, who have participated in an action-research project, describe assessment work related to 12 hours of teaching friluftsliv in upper secondary school PE. Qualitative interviews conducted with the teachers after the friluftsliv teaching period revealed that competence in friluftsliv combined with a generally good understanding of assessment do not necessarily cause PE teachers to integrate and conduct assessment in the teaching of friluftsliv. The teachers highlighted the importance of social competence and cooperation as teaching contents, both of which they viewed as fundamental to creating good friluftsliv and outdoor experiences for students. Friluftsliv with such content contrasts a more sport-oriented PE and can thus be a change agent for developing PE. When it comes to assessment, the teachers seemed to seek new understandings and formative practices while also struggling with traditional patterns of assessment. The findings suggests that there is a need to develop assessment for friluftsliv as well as the understanding of friluftsliv in the context of PE.