Perceptions and pedagogical practice of fair play in physical education

Abstract

In Norway, the concept of fair play was strengthened in the 2012 revised curriculum for physical education. Although several articles already have discussed possible consequences of this, few empirical studies have been conducted about how fair play is perceived and enacted in the Norwegian school context. This article aims to examine teachers' understanding of fair play in physical education, how they put fair play into practice in teaching, and to what extent the revised curriculum has led to changes in teachers' practices. The research method involved focus groups with a total of 19 teachers who teach physical education in grades 5-7 (age 10-12 years). It appears that the teachers rarely use the term "fair play" directly in their work with pupils, and they do not express a change of practice after the strengthened focus in the curriculum. However, the teachers expressed that the values and understanding of fair play were central to both physical education teaching and their pro-fessional practice in a more general educational perspective. Several teachers expressed that they did not use the written National curriculum for physical education. This, the article argues, will be a challenge if fair play is to become a planned learning experience and outcome for all pupils.