Physical Education 1 30KROPP1

Course Objectives


The curriculum of Physical Education 1 is a continuation and concretisation of 3.8. Physical Education in the national curriculum for general teacher education, published by the Ministry of Education on April 3rd 2003.

Physical Education 1 focuses on the relationships between body, thought and emotions; between human beings, nature and culture; and between physical activity and reflection, so that learning and development of identity form a whole. Physical activity is an important part of Norwegian culture both today and in the past, and one which is disseminated through various types of play, dance, sports and outdoor life.

1. Activities

2. Subject basics

3. Subject didactics

4. Teaching practice

1. Activities (13 ECTS)

This is directed towards teaching and learning activities in primary and lower secondary schools, with particular emphasis on primary schools. It consists of the following parts:

  • Play
  • Dance
  • Selected sports
  • Outdoor activities, including an autumn trip in the local area and a ski-games course

2. Subject basics (12 ECTS)

In Physical Education 1, subject basics include two main topics:

  • Sports, culture and society
  • Development and learning of motor skills

Sports, culture and society (6 ECTS)

Play, sports, dance and outdoor life are social phenomena that are in constant change. Students will analyse the relationship between these physical cultures and society, with emphasis on how historical and cultural variations of these phenomena develop in relationship to social conditions.

  • Sports, play, dance and outdoor life as social and cultural phenomena described and explained using the concepts, approaches and theories of social sciences.
  • The distinctive character of sports – how the autonomy of sports expresses itself through, among other things, activities, organisation and sports arenas throughout various historical periods
  • Sports and other institutions – how sports relate to mass media, politics and the market, nationally and internationally
  • Sports, physical activity and the individual – regarding participation, socialisation, withdrawal, gender roles and idols

Development and learning of motor skills (6 ECTS)

Students will acquire knowledge about the growth and development of motor skills in children and adolescents. Emphasis will be placed on the importance of learning and using movement to the overall learning and development in children and adolescents. Students will also learn and experience how to organise appropriate learning arenas for physical activity.

Course units:

The skeletal and muscular systems

  • The skeleton and the muscles
  • Muscle work
  • Cell biology
  • Muscle tissue, connective tissue and bone tissue

Development and function of the nervous system

  • The central nervous system
  • Communication between nerve cells
  • Regulation and control of bodily functions
  • The senses

Development and learning of motor skills

  • What are motor skills?
  • Theories on motor development
  • Phases of motor development
  • Cultural and social differences in motor development
  • Measurement and testing of motor skills
  • Children with motor skills problems

3. Subject didactics (5 ECTS)

Subject didactics relates to the didactic aspects of specific disciplines, pedagogy and practical training. It is important that students, mentors, subject teachers and pedagogy teachers have a common understanding of what subject didactics involves, so they are able to co-operate on goals, goal areas and teaching and learning methods.

  • Organisation, implementation and evaluation of teaching and training
  • The distinctive character of physical education as a subject /various approaches
  • The role of the teacher in physical education
  • Subject didactic theories and teaching methods
  • Challenges in the field of practical training
  • Interdisciplinary aspects

Students taking Physical Education 1 in their 3rd year of study must complete a one-week interdisciplinary project. This will provide them with training in teamwork skills in disciplinary and didactic problems, regarding interdisciplinary work.

4. Teaching practice

See ‘The relationship between theory and practice’, below.

Learning Methods

Physical Education 1 may be taken by students in their 3rd or 4th year of study.

Students will gain experience of various teaching and learning methods which they will find useful in their future teacher roles in primary and lower secondary schools, but also in relation to their studies. These will include, teacher-directed and student-directed lectures and practical classes, individual work and group work.

Through problem-based learning, students will arrange and organise learning situations, which will prepare them for teaching physical education. This will mostly be done in base groups.

The programme includes two obligatory field courses: an autumn trip in the local area, and a course in skiing games during the winter.

The relationship between theory and practice

In the 3rd year of study, students will take over a school for two weeks in the autumn term and have four weeks of teaching practice placement in the spring term. There is no teaching practice placement during the fourth year of study.

Assessment Methods

In order to achieve a passing mark the students must attend a minimum of 80% of practical training regarding activities and complete the two obligatory compulsory field courses.

Furthermore, students must be approved in life saving proficiency.

The final grade consists of:

Portfolio assessment in sports, culture and society (weighted 40% of the final grade).

Three-hour written exam in development and learning of motor skills (weighted 60% of the final grade).

Minor adjustments may occur during the academic year, subject to the decision of the Dean

Publisert av / forfatter Frode Evenstad <>, last modified Liang Xiaoli - 13/12/2006