Unpacking physically active learning in education: a movement didaktikk approach in teaching?

Figures & data

Figure 1. The design-oriented didaktikk triangle.

Table 1. Overview of participating schools and teachers.

			Teachers
	Location	Size	Male	Female	Interview duration
School 1	Urban area	ca. 500 pupils	2	3	55 min
School 2	Urban area	ca. 500 pupils	1	4	60 min
School 3	Urban area	ca. 500 pupils	1	5	72 min
School 4	Rural area	ca. 300 pupils	2	3	46 min

Table 2. Themes, codes and sample quotations.

Themes	Codes	Sample quotations
Foregrounding PAL in educational values	Assessment culture New Curriculum Subject Content Juggling values	“I have felt bound by the curriculum and all learning goals that are to be learned and tested (…) The results get published in the newspapers. It probably affects us”. (Focus group 1) “I think the new curriculum focus on the social pupil helps me a lot. It has somewhat been there all along, but now it is very clear. It makes me dare to open up”. (Focus group 1) “I use it a lot in mathematics because I think it was very natural. It was, however, difficult to use in other subjects, because there I had to go beyond my own comfort zone”. (Focus group 2) “To let go of what you have planned and not be so affected by the academic pressure on everything you are supposed to achieve in a year. I think you can get it back with movement. It builds an environment in class where everyone is safe and good to each other”. (Focus group 1)
Rediscovering designing teaching	Designing and conducting teaching Academic encounters Social encounters Knowledge encounters	“Pupils showcase mastery in PAL because they can use their bodies in learning processes. I think that PAL can broaden the range of pupils that can excel in life. That there will not be so many so-called school losers”. (Focus group 1) “PAL includes everyone because one can facilitate the academic content to pupils’ mastery and challenge. This affects the environment by enhancing pupils’ sense of belonging, making them feel as part of the class”. (Focus group 2) “I thought I knew my class, but it turns out that I do not know them as well as I thought. It is exciting to discover that there are other sides to some pupils than the ones I have seen in a traditional classroom situation”. (Focus group 3) “It becomes an environment where they [pupils] will solve something together. But if you are a weak pupil, it is possible that they drop out anyway. Although they are included, it is not certain they will learn anything whether they are physically active or not”. (Focus group 4)