Abstract
ABSTRACT In this article, we are investigating how students in 11th grade experience dance in physical education [PE]. We are further interested in how the students’ dance experiences correspond with the competence aims and core elements of the national Norwegian PE curriculum. The empirical material for this study was gathered as part of an action research project (2018/2019 and 2019/2020) that was designed, in part, to offer young people more dance lessons than they usually receive. We interpret students’ answers to questions asked in a questionnaire and focus on how they express emotions linked to dance as PE activity. Dance in PE challenges what research shows is the dominant PE-model, organized around competition and learning sport techniques. We find the research material offers a strong argument for reconsidering what Mattsson and Lundvall (2015) call the ‘dominant voice’ that associates PE with sports. As such, our interpretation of the research material is a contribution towards a more dance-inclusive PE curriculum. The article shows how six 90-minute PE lessons devoted to dance tasks brought out a wide range of emotions and meanings in teenagers.
Published Version
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