Play in Norwegian curriculums for physical education – A historical conceptualisation

Abstract

This article discusses the historical conceptualisation of play, and the expectations that have been created through Norwegian curricula about the concept of play in physical education. The rhetorical function of concepts in the context of policy formulations is seen in the context of historical conceptualisation (Koselleck, 1985), where the aim is to shed light on how the meanings of concepts change over time and in different contexts. Conceptually oriented criticism was the starting point for the close reading and rhetorical analysis of the curricula from the Normalplan of 1922 up to the Knowledge Promotion reform of 2020 (LK20). The aim was to clarify the concept’s formation, and how the concept has developed and been conceptualised in the curricula. The results show how play has over time been expected to make different contributions to physical education, and the variation reflects an asymmetry in play’s different relationships with the curricular content and methods of the subject. Although play is often characterised as having intrinsic value, the analyses reveal the instrumental expectations towards play the Norwegian curricula for physical education. There is need for further discussions about the concept of play in physical education, and about what play should contribute to the subject. The study points to the need for further research on the role of play in physical education.