Norwegian physical education teachers’ assessment after the introduction of a new curriculum – LK20

Tremoen, Tora Storesund; Lagestad, Pål

doi:10.1080/13573322.2024.2320182

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…Therefore, this research offers several alternative strategies to make learning enjoyable for students. Through the close relationship between teachers and students, it becomes increasingly clear that teachers must facilitate and encourage students to achieve their potential (El-Tanahi et al, 2023;Fitriati et al, 2023;Tremoen & Lagestad, 2024). Teachers must be able to determine how students will carry out various learning activities (Beseler et al, 2024;Ca mpean et al, 2024;Jongko et al, 2024).…”

Section: Introductionmentioning

confidence: 99%

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Ginanjar,

Samsudin,

Resmana

et al. 2024

Edu Sportivo: Indonesian j. of Physical Education

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Background Problems: The proliferation of diverse teaching methodologies underscores the evolving nature of pedagogical practices. Despite this trend, conventional instructional models persist in physical education and health curricula, with many educators continuing to employ traditional approaches. These conventional models limit student engagement and foster a sense of monotony within the learning environment. Conversely, effective physical education hinges on interactive communication, wherein student involvement and enjoyment serve as catalysts for positive motivation and enhanced learning outcomes. Research Objectives: The research aims to determine the enjoyment of students learning physical education using the project-based learning model. Methods: The experimental method was applied with a randomised control-group pretest-posttest design. The population consisted of 600 students from a junior school in Bandung City. The sample was selected using the simple random sampling technique. The enjoyment of student learning questionnaire, which has a reliability value of 0.942. Data were analysed for normality using the Kolmogorov-Smirnov test and homogeneity using the Levene test; after that, the paired test and independent sample t test were carried out. Findings/Results: The result shows that the project-based learning model provides a better influence than conventional learning, especially in the enjoyment of learning aspect, with t = 17.622 and sig = 0.000. Conclusion: The conclusions of this study indicate that employing a project-based learning paradigm centered on fostering enjoyment in the learning process represents a novel advancement in physical education curricula. Emphasising the role of enjoyment in learning, the project-based learning framework offers a fresh perspective on physical education programmes, enabling educators to facilitate more impactful instructional experiences compared to conventional methodologies.

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Section: Introductionmentioning

confidence: 99%

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Ginanjar,

Samsudin,

Resmana

et al. 2024

Edu Sportivo: Indonesian j. of Physical Education

View full text Add to dashboard Cite

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Enacting a new curriculum: Chile's social uprising and the reshaping of physical education

Barquero-Ruiz,

Castro-García,

Moreno-Doña

et al. 2024

Sport, Education and Society

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The past and current role of pupil’s effort and physical tests in Norwegian physical education teacher’s assessment

Tremoen,

Sørensen,

Lagestad

2024

Front. Educ.

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Assessment practice is an important part of a physical education (PE) teachers work and can contribute positively to motivating pupils towards learning and developing lifelong pleasure in movement. In 2020, a new curriculum, “the Knowledge Promotion” 2020 (LK20) was introduced in Norwegian schools. This study aims to investigate physical education teachers’ assessment practice relating to the view of effort and testing in PE, after the introduction of LK20. Nine in depth interviews were conducted with nine PE teachers from seven upper secondary schools in Norway. The data were analyzed using NVivo 12 and meaning condensation. The findings show that the informants use effort differently and to a greater extent related to pupil using their skills to help fellow pupils improve. Furthermore, the informants experience effort as a greater and more important part of the assessment with LK20, than with the previous curriculum. Furthermore, the analysis suggests that the use of physical tests may have decreased. The findings indicate that there has been a change in the informants’ assessment practice in line with the curriculum’s intention, with less focus on skills and more on effort. However, the findings indicates that PE teachers have much freedom in their assessment, and points towards a need for more follow-up and professional development for PE teachers.

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Norwegian physical education teachers’ assessment after the introduction of a new curriculum – LK20

Cited by 3 publications

References 22 publications

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Comparing project-based learning with conventional models: Enhancing students’ enjoyment of physical education

Enacting a new curriculum: Chile's social uprising and the reshaping of physical education

The past and current role of pupil’s effort and physical tests in Norwegian physical education teacher’s assessment

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