Six teaching strategies to support meaningful PE experiences in early primary schools: results from an action research project

Background: In recent years, there has been a growing interest in
research on meaningful physical education (PE) that aims to establish
pedagogical principles to foster pupils’ meaningful experiences in PE.
However, few studies have explored meaningful PE among early
primary school pupils. The present study seeks to provide insights into
how meaningful PE can be implemented in this age group. Against that
background, it explores what supports meaningful experiences for
pupils in early primary schools in Denmark.
Method: The study draws on a theoretical framework of enactive
cognition that revolves around embodiment, intersubjectivity,
intentionality and affectivity. It applies action research involving
practitioners’ experiences and visions to develop new teaching
strategies for meaningful PE and change practices in early primary
schools. The empirical basis consists of field notes from workshops and
observations of PE classes where teaching strategies were tried out by
teachers. In total, the study comprises 21 summaries from workshops
and 70 field notes from teaching observations. The data analysis of the
ethnographic field notes adopts a thematic approach. The study is a
collaborative effort between the Danish School Sports Association, VIA
University College, University of Southern Denmark and four Danish
public schools.
Results: The findings comprise six teaching strategies: (i) broadening the
curriculum, (ii) the body as a teaching resource, (iii) narratives, (iv)
experimental approaches, (v) framing the PE class and (vi) ‘just-right’
challenges. They grow out of PE practices and are thus based on the
everyday work of teachers in schools, which will help make future
implementation more likely.
Conclusion: The teaching strategies for meaningful PE in early primary
school presented in this paper represent a shift towards more inductive
teaching principles that support freedom, curiosity, creativity and a
desire to experiment that can support meaningfulness in early primary
school pupils. The findings contribute to existing principles and features
of meaningful PE with an attentiveness to how bodily involvement
plays a significant role in experiences of meaningfulness in early
primary school and pupils’ subjectification in PE.