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.