The concept of ‘friluftsliv literacy’ in relation to physical literacy in physical education pedagogies

Lyngstad, Idar; Sæther, Eivind

doi:10.1080/13573322.2020.1762073

Cited by 15 publications

(23 citation statements)

References 23 publications

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“…á sviði menntamála (sjá m.a. Bentsen o.f l., 2009;Gurholt, 2008;Hofmann o.f l., 2018;Lyngstad og Saether, 2021). Þar er lögð áhersla á að ferðast um náttúruna og í náttúrunni með eigin af li og í takt við hana.…”

Section: Inngangurunclassified

Undir berum himni. Ígrundun og áskoranir háskólanema

Þorsteinsson

Árnadóttir

Gísladóttir

et al. 2022

Netla

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Innan menntakerfa hefur sjónum verið beint að mikilvægi þess að skapa umhverfi og aðstæður til að auka hæfni nemenda til að takast á við óvissu og krefjandi áskoranir samtímans – hvort sem það er á sviði umhverfismála, heimsfaraldurs eða annarra þátta.Alþjóðlegar rannsóknir benda til þess að útilíf og útimenntun undir leiðsögn geti verið gagnleg og öflug leið til að vinna með slíka hæfni. Reynslu sem verður til við að færa nám út í náttúruna, má rekja til krefjandi samskipta nemenda þegar tekist er á við óöruggt umhverfi og veðurfar. Til þess að reynslan verði að lærdómi og geti stuðlað að aukinni hæfni nemenda er nauðsynlegt að hún sé ígrunduð með skipulögðum hætti.Tilgangur þessarar greinar er að benda á mikilvægi námsumhverfis og skapandi leiða til þess að mæta samtímakröfum við menntun háskólanemenda. Markmiðið er að varpa ljósi á hlutverk ígrundunar við að draga fram möguleika til náms og þroska sem felast í að dvelja úti í náttúrunni. Skoðaðar eru ígrundanir nemenda fyrir, í og eftir fjögurra daga námsferð um óbyggðir Íslands. Greinin byggir á gögnum frá 58 nemendum sem tóku þátt í námskeiðinu Ferðalög og útilíf við Háskóla Íslands. Gögnin voru þemagreind og sameiginleg þemu dregin fram. Niðurstöður benda til að náttúran sé sterkur meðleiðbeinandi þegar unnið er með nemendum við að styrkja persónulegan og faglegan vöxt. Nemendur lýsa upplifun af líkamlegum áskorunum sem tengdust því að ganga í ósnortnu landslagi sem og áskorunum þar sem þau tókust á við hugsanir og tilfinningar. Vísbendingar er að finna í skrifunum um að ferðalagið hafi fært nemendum tækifæri til merkingarbærs náms sem gæti haft áhrif á þau persónulega og faglega. Skipulögð ígrundandi iðja var mikilvægur þáttur í ferlinu, sem þau fengu tækifæri til að þjálfa með því að staldra við, taka eftir og að glíma við óvissu og náttúrulegar áskoranir.

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Section: Inngangurunclassified

Undir berum himni. Ígrundun og áskoranir háskólanema

Þorsteinsson

Árnadóttir

Gísladóttir

et al. 2022

Netla

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“…However, as Waite et al (2016) describe, the Scandinavian countries have traditionally been associated with a strong cultural affiliation with nature, enjoying the outdoors and promoting cultural heritage and national identity, which can be summarised in the term friluftsliv. Lyngstad and Saether (2020) highlight that outdoor recreation, outdoor life, free-air-life and adventure are concepts that can all be related to friluftsliv. Friluftsliv has been part of the Norwegian curriculum for over 40 years, and in their systematic literature review of friluftsliv in Norwegian primary and secondary education, Abelsen and Leirhaug (2017) found that seven of the twenty-four included studies were related to uteskole, indicating that friluftsliv is a central theme in the practice of uteskole.…”

Section: Introductionmentioning

confidence: 99%

Theoretical and practical, but rarely integrated: Norwegian primary school teachers’ intentions and practices of teaching outside the classroom

Winje

Løndal

2021

Journal of Outdoor and Environmental Education

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This study investigates teachers’ intentions and practices related to teaching outside the classroom. We report on three months of fieldwork consisting of participatory observations and qualitative interviews of teachers in two Norwegian primary schools practising weekly uteskole [outdoor school]. We find that the teachers’ intentions for uteskole are to facilitate first-hand experiences for their pupils. The teachers organise and teach uteskole in two distinct ways: 1) friluftsliv activities [outdoor living activities] and 2) theoretical learning activities. The connections between friluftsliv activities and theoretical learning activities are seldom emphasised. Furthermore, the teachers rarely organise theoretical learning activities that entail pupils’ transacting with their surroundings. We discuss how the teachers’ work can be understood through the Romantic and the Pragmatist perspectives of experiential education and through the representational epistemology of traditional schooling. We outline how a transactional epistemology, operationalised as the “multi-modal model of knowing”, can support teachers in facilitating transaction between the pupils and the environment outdoors and aid in establishing continuity between learning activities outdoors and indoors. We argue that these are important factors that can enhance uteskole as a teaching method for facilitating deep learning in Norwegian primary education.

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“…Work in Canada with Indigenous educators (Nesdoly et al, 2021 ) and in New Zealand, where the Māori philosophy of Hauora underpins holistic wellbeing (Stevens et al, 2021 ) has proposed that literacy/interaction needs to address contact with other cultures, being mindful of spirituality and the relational. In Norway, it is argued that interaction with the environment, particularly nature, should have a higher profile (Lyngstad and Sæther, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Notion of Literacy Within Physical Literacy: A Discussion Paper

Durden-Myers¹,

Bartle²,

Dhillon³

et al. 2022

Front. Sports Act. Living

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The concept of physical literacy is continuing to gain traction internationally. This increasing interest has also given rise to concerns about the use, interpretation and meaning of the term “literacy” within the context of physical literacy. This paper explores the development of the terms literate, illiterate, literacy, and illiteracy identifying their historical origin and contemporary meaning. This provides the backdrop to explore the use of the term literacy within the context of physical literacy. In the final part of this introductory section the recent popularity of the literacies movement is explored. Our discussion identifies key intersections and areas of tension associated with the use, interpretation and meaning of literacy in the context of physical literacy. We adopt Whitehead's philosophy of physical literacy and discussion is informed further by Derrida's notion of differance, and Barad's challenge to singular representations of concepts. Once harnessing these concepts, we reach a juncture of an in-between space; entry points of nonidentity (sameness) and points where multiple effects of difference are created. Key discussion topics include: discourse, language and interpretations of literacy; in/tangibility of literacy; capturing literacy; literacy as a process or a product; connotations of the terms literate and illiterate; neoliberalism and literacy and finally literacy as learning. We believe that when understood as the productive and meaningful interaction with/in/through the world, literacy is still the appropriate term within the context of physical literacy. Our discussion leads us to conclude that as embodied individuals, physical literacy is often the literacy through which other literacies have to pass. Through physical activity individuals can not only nurture their own physical literacy but also contribute toward a global or holistic literacy that helps us navigate, connect and make sense of ourselves, others and the world around us. However, the paper acknowledges that this meaning is not always grasped with the historical understanding of literacy as well as it's translations into other languages presenting challenges in articulating the intended use, meaning and connotations of the contemporary understanding of physical literacy.

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The concept of ‘friluftsliv literacy’ in relation to physical literacy in physical education pedagogies

Cited by 15 publications

References 23 publications

Undir berum himni. Ígrundun og áskoranir háskólanema

Undir berum himni. Ígrundun og áskoranir háskólanema

Theoretical and practical, but rarely integrated: Norwegian primary school teachers’ intentions and practices of teaching outside the classroom

Exploring the Notion of Literacy Within Physical Literacy: A Discussion Paper

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