I denne studien undersøker vi hvordan kroppsøvingslærere reflekterer rundt og praktiserer konkurranse i undervisningen i møte med elevene. Studien bygger på et kvalitativt survey-design med digital innsamling, der 149 lærere fra grunnskole og videregående skole besvarte fire åpne, forhåndsbestemte spørsmål. Datamaterialet ble analysert gjennom en refleksiv tematisk analyse, og tre hovedtemaer ble utviklet: (1) Konkurranse som pedagogisk paradoks, (2) Når konkurransen skaper både driv og distanse og (3) Når konkurransen utfordrer fellesskapet. I analysen belyser vi at lærere ser flere ulike fordeler ved å bruke konkurranse. Samtidig fremhever vi at selv om dette kan gjelde et flertall, kan konkurranse også føre til at elever trekker seg unna, og at det kan føre til krangling og konflikter. Temaene viser videre at lærere ofte støtter idealet om en verdibasert konkurranseforståelse, men at dette kan være vanskelig å realisere i praksis. Studien bidrar til økt refleksjon rundt konkurransens rolle i kroppsøving og peker på behovet for didaktiske strategier som fremmer både inkludering og læring blant elevene. ENGLISH ABSTRACT Competition Motivates … Most students: Teachers’ Reflections on the Use of Competition in Physical Education This study explores how physical education teachers reflect on and practice competition in their teaching when interacting with students. The study is based on a digital qualitative surveydesign in which 149 teachers from primary and secondary schools responded to four pre-defined open-ended questions. The data were analyzed using reflexive thematic analysis, and three mainthemes were developed: (1) Competition as a pedagogical paradox, (2) When competition creates both drive and distance, and (3) When competition challenges community. The analysis illustrates that teachers perceive several different benefits to using competition. They describe how (most) students are motivated by it, often resulting in higher levels of intensity. At the same time, the analysis indicates that although this may apply to a majority of students, competition can also cause some students to withdraw and may lead to arguments and conflicts. The themes further suggest that while teachers often support the ideal of a value-based understanding of competition, it’s difficult to implement in practice. The study contributes to ongoing reflection on the role of competition in physical education and points to the need for teaching strategies that promote both inclusion and learning among students.

Læreplanen i musikkfaget i norsk skole vektlegger skapende aktivitet, og variantene av kreativiteter i praksisfeltet har økt i antall. Det finnes generelt lite forskning på pedagogiske design i musikklærerutdanning i gruppebasert kreativitetspedagogikk, hvor sosiale og kreative prosesser ofte er viklet inn i hverandre, og det etterspørres forskning på lærerstudenters perspektiver i kreativitetspedagogikk generelt. I denne artikkelen spør vi: Hva kan masterstudenters erfaringer og perspektiver gjennom et forskningsinformert pedagogisk design i kreativitetspedagogikk lære oss om slike design i lærerutdanning og skole? Inspirert av metodikken Self-Study of Teaching and Teacher Educator Practices (S-STTEP) intervjuet vi åtte erfarne musikkpedagoger i musikklærermasterutdanning tre ganger underveis i en gruppeprosess med å fremstille en deltakerbasert musikalsk hendelse. Dette skjedde i vår egen lærerutdannerpraksis. Resultatene viser at alle studentene opplevde det pedagogiske designet med teori fra et fremmed landskap som lærerikt. Plasseringen av teoriøktene i det pedagogiske designet kan skape fordeler og ulemper for ulike studentgrupper i form av manglende svarevne, usynliggjøring og passivisering, som kan påvirke gruppenes kreative prosesser og enkeltstudenters læringsutbytte. Vi foreslår at teorivalget i teoriintegrerte pedagogiske design bør ha domenegenerelle elementer med potensial for andreordensrefleksjon, at teoriøktene presenteres før praktiske økter, og at avvik fra denne rekkefølgen krever oppmerksomhet om fallgruvene for å opprettholde læringsutbyttet for hele studentgruppen. ENGLISH ABSTRACT Why Do We Need Theory? Music Teacher Students’ Perspectives on Integration of Theory in Creative Pedagogies The music subject curriculum in Norway emphasizes creative activity and variants of creativities in the field of practice has increased. Research on designs in creativity pedagogy in music teacher training on student teachers’ perspectives is largely missing. We ask: What can master’s students’ experiences and perspectives through a research-informed pedagogical design in creativity pedagogy teach us about such designs in teacher education? Inspired by the Self-Study of Teaching and Teacher Educator Practices (S-STTEP) methodology, we interviewed eight experienced music teachers in music teacher master’s education three times during the production of a participatory musical event in our own teacher educator practice. All students experienced the pedagogical design with theory from a foreign landscape as fertile. Placement of theory sessions in the pedagogical design can create disadvantages for some student groups in the form of lack of responsiveness, invisibility and passivation, which can negatively affect the groups’ creative processes and individual students’ learning outcomes. We propose theory-integrated pedagogical designs containing domain-general elements with potential for second-order reflection, that theory sessions are presented before practical sessions, and that deviations from this rule of thumb require attention towards the pitfalls to maintain learning outcomes for the entire student group.

This issue of JASEd brings together five contributions that critically examine the evolving discourses within music education, physical education, outdoor education, and aquatic education. Despite their distinct thematic focuses, these studies share a common interest in questioning traditional paradigms and expanding the conceptual and methodological frameworks that underpin arts and physical education. Below, we recap each contribution and highlight the overarching theme that binds them together.

Det eksisterer ingen oversiktsartikler som systematisk presenterer forskningen på friluftsliv i høyere utdanning i Norge. Artikkelens formål er å gi en slik oversikt, samt diskutere hvordan friluftsliv presenteres i forskningen fra et pedagogisk og historisk perspektiv. Forskningsspørsmålene vi stiller er: Hva karakteriserer forskningen på friluftsliv innen høyere utdanning? Hvordan forholder dagens friluftslivsforskning seg til ulike danningsideal? Etter ferdigstilt inklusjonsprosess ble 37 publikasjoner inkludert i studien. Vi identifiserte ingen publikasjoner før 2008. Resultatene viser at et flertall av publikasjonene var kvalitativt innrettet. Gjennom en abduktiv tilnærming til kvalitativ innholdsanalyse konstruerte vi følgende forskningstemaer i vår studie: (1) studentenes læring, (2) ledelse og personlig vekst, (3) natursyn og bærekraft og (4) kritikk av den neoliberale påvirkningen. Vi fant at friluftslivsutdanningens opprinnelige ideer om økofilosofi og økodanning er lite belyst, og at det er lite forskning på mangfold og inkludering i friluftsliv i høyere utdanning. Resultatet av studien diskuteres i lys av utdanningens funksjon og i relasjon til danningsideal i friluftslivsutdanningen. ENGLISH ABSTRACT Moving Away From Friluftsliv Education’s Original Bildung Ideal? A Scoping Review of Research on Friluftsliv Education in Higher Education There is a lack of scoping reviews on friluftsliv in higher education in Norway. The aim of this paper is to contribute with such a review and to discuss research about friluftsliv from educational and historical perspectives. Our research questions are: What characterizes research on friluftsliv in higher education in Norway? How is contemporary research on friluftsliv related to educational ideals, and to theory about the function of education? 37 publications were included in the study, none of these were published before 2008. The results show that most publications applied a qualitative methodology. Through an abductive approach to qualitative content analysis, we constructed the following research themes in our study: (1) student learning, (2) leadership and personal growth, (3) conceptions of nature and sustainability, and (4) critique of neoliberalism. We found that original ideas about ecophilosophy and eco-education are poorly elucidated, and that little research has been done on topics related to diversity and inclusion in friluftsliv in higher education. The results of the study are discussed in relation to educational ideals in friluftsliv studies, as well as to theory about the functions of education.

In this article we - five music education scholars forming a writing collective - explore the boundaries of music education research through telling stories and reading them with and through feminist posthuman theories. We trouble the binary of culture/nature that is often taken for granted in music education research through sharing five stories that, in different ways, make tangible how music making practices are relational and distributed across human and nonhuman agencies. We also trouble the privileging of written words over sounds that is common in research through expanding this written article with recordings of us telling the stories, with a soundscape where the sound and music of the stories become entangled with each other, and by offering a visualisation as a way of closing the article. Through our collaborative process, we explore how pushing the dominant paradigm can open more just and inclusive spaces and approaches to music education, offering possibilities for porous methodologies and flexible educational practices.

Background: Swimming and aquatic activities in aquatic environments have a significant impact on human physical activity and well- being, particularly in Nordic cultures with abundant water resources. The importance of swimming and water activities, from survival skills to recreational activities, underscores the need for aquatic movement competences and development of suitable pedagogical approaches/practices in aquatic education. The aim of this expert statement is to consolidate current practice and evidence-based knowledge related to aquatic education in the Nordic countries to inform future development of practice and research. Also, this statement intends to elaborate upon terminology, practical approaches, and perspectives on learning and pedagogy in aquatic education. Methods: The material for this position statement is based on a comparison of the different practices and an analysis of national documents in the Nordic countries related to aquatic education and drowning prevention. It also draws on a 2 1/2-day workshop where research and developmental activities and best practices in children’s aquatic education were presented and discussed. The data for this position statement were generated through presentations, discussions and comparisons of documents, and were analyzed using Eggebø’s (2020) collective qualitative analysis procedure. Analysis and statement outcome: Aquatic education and swimming lessons are mandatory in all Nordic countries, teaching swimming skills from grades 1–10. The goal is for students to achieve specific swimming competencies by the end of compulsory school, with a sport-focused approach emphasized. However, there is a need for a broader perspective on aquatic skills and competencies, emphasizing water competence beyond traditional definitions. Children should be able to handle various water environments and activities. Concepts like water competence and aquatic literacy can enhance lifelong enjoyment of movement and promote meaningful experiences. Research on swimming competence in the Nordic countries is lacking, with existing data being based on children’s perceived abilities rather than actual skills and competencies. This expert statement presents recommendations for researchers and practitioners to promote aquatic education and research for the benefit of children and young people.

I denne artikkelen undersøkes det hvilke aktsomhetsforhold som ligger til grunn for domfellelser i organisert friluftsliv, og hvilke representasjoner som konstruerer denne uaktsomheten. Det analytiske rammeverket for undersøkelsen er diskursteoretisk. Metodisk kombineres tradisjonell, kvalitativ innholdsanalyse med diskursanalyse. Aktsomhetsforholdene som ligger til grunn for domfellelsene er mangelfulle sikkerhetstiltak/rutiner, herunder manglende kontroll og tilsyn, samt manglende oppfølging av produktkontrolloven og internkontrollforskriften. Det er avdekket fire representasjoner som konstruerer uaktsomhet i organisert friluftsliv: den juridiske representasjonen, handlingsnorm-representasjonen, kompetanse-representasjonen og risiko-representasjonen. Den juridiske representasjonen omfatter kravene i lovverket, samt lovverkets krav om dokumentasjon på ulike forhold. Handlingsnorm- representasjonen innebærer forventninger om implementering av uformelle systemer og rutiner som skal gi sikkerhet. Kompetanse- representasjonen medfører at de ansvarlige må ha tilstrekkelig kompetanse, inkludert et visst kjennskap til område/aktivitet. Risiko- representasjon setter grenser for hva som er akseptabel fare/risiko i forbindelse med de tjenestene som behandles. Disse fire representasjonene ser ut til å være dominerende innenfor «friluftslivets aktsomhetsdiskurs» og fungerer slik konstituerende og modellerende for denne aktsomhetsdiskursen. ENGLISH ABSTRACT The Discourse of “Duty of Care” in Outdoor Recreation Activities This article examines the conditions that underpin the duty of care in convictions in organized outdoor activities and explores how these conditions contribute to perceptions of negligence. The investigation employs a discourse-theoretical framework, integrating traditional qualitative content analysis with discourse analysis. The identified conditions of care include inadequate safety measures and routines, a lack of control and supervision, insufficient adherence to the Product Control Act and the Internal Control Regulations, and the absence of documentation demonstrating compliance with legislation. Four representations have emerged that frame negligence in organized outdoor recreation activities: legal representation, code of conduct representation, competence representation, and risk representation. The legal representation encompasses the requirements set by legislation, including the documentation needed for various matters. The code of conduct representation refers to expectations regarding the implementation of informal systems and routines designed to ensure safety. The competence representation emphasizes that those in charge must possess adequate knowledge and expertise related to the area or activity. Lastly, risk representation defines the acceptable levels of danger and risk associated with different services. These four representations are prominent within the discourse on care in outdoor activities, serving as foundational and shaping elements within this discourse.

"Education is in constant evolution, seeking ways to foster inclusion, engagement, and meaningful learning experiences. Physical education (PE) and arts education hold transformative potential, yet achieving inclusive, supportive, and effective learning environments requires innovative pedagogical approaches and critical reflection on existing practices. This issue of the Journal for Research in Arts and Sports Education presents three studies that contribute to this discourse, addressing cooperative learning (CL) for inclusion in PE, teacher support for self-regulated learning, and student teachers’ engagement with the arts through The Cultural Schoolbag (TCS) initiative." Read the whole editorial by the editors Sofia Jusslin and Ove Østerlie below.

I skolen skal elevene utvikle kompetanse. Styringsdokumentene i kroppsøving er ikke tydelige på hvordan kompetanse i faget skal forstås. I kroppsøvingsfaget er det en pågående diskusjon om hva faget skal bidra med (hva elevene skal lære), og helse- og fitnessdiskursene, sammen med idrettsdiskursen, står sterkt. På bakgrunn av intervjuer med seks sentrale premissleverandører i UH- sektoren innen kroppsøving, og problemstillingen «Hva er kompetanse i kroppsøving?», identifiserte vi det vi omtaler som en bevegelsesdiskurs i faget. Gjennom en kollektiv analyse av data (Eggebø, 2020) utviklet vi temaene «å være en person i bevegelse», «å erfare ulike bevegelsespraksiser», «lære(n) om bevegelse», «å forholde seg til bevegelse som fenomen» og «å være en bruker av bevegelse som kulturarv». Basert på en bred teoretisk forståelse av kompetanse som summen av kunnskap, ferdigheter og forståelse (Fjørtoft, 2017), diskuterer vi bevegelse som kompetanse i kroppsøving. Alle tre dimensjonene i kompetansebegrepet er i spill innen den identifiserte bevegelsesdiskursen. Selv om bevegelse som kompetanse i kroppsøving er personlig, handler utvikling av bevegelseskompetanse også om å utvikle kommunikative, kulturelle og sosiale dimensjoner. Vi har i studien vist 21 ulike versjoner av begrepene bevegelse/bevegende. Det er behov for videre studier som går mer i dybden på hva ulike begrep om bevegelse rommer i relasjon til kompetanse. ENGLISH ABSTRACT Movement as Competence in Physical Education – An Empirical Study of How Key Premise Providers Think and Talk About the Subject In school, students are supposed to develop competence. The governing documents in physical education (PE) are not clear on how competence in the subject should be understood. In PE, there is an ongoing debate about what the subject should contribute with (what the students should learn), and the health- and fitness discourses, together with the sports discourse are prevalent. Based on interviews with six key premise providers in the Higher Education sector within PE we investigated the research question “What is competence in physical education?”, and we identified a movement discourse in PE. Through a collective analysis of data (Eggebø, 2020) we developed the following themes; ‘to be a person in motion’, ‘to experience different movement practices’, ‘to learn about movement’, ‘to relate to movement as a phenomenon’ and ‘to be a user of movement as cultural heritage’. Based on a broad theoretical understanding of competence as the sum of knowledge, skills and understandings (Fjørtoft, 2017), we discuss movement as competence in PE. All three dimensions of the concept of competence are at play within the movement discourse. Although movement as competence in PE is personal, developing movement competence is also about developing communicative, cultural and social dimensions. In the study, we have shown 21 different versions of the term movement/moving. There is a need for further studies that go more in-depth into what different concepts of movement contain in relation to competence.

I denne artikkelen belyser vi hvordan fem kulturskolelærere i dans har erfart forutsetningene for undervisning i dans i kulturskolen. Gjennom en narrativ tilnærming forteller forskerne om framtredende tematikker som beskriver dansepedagogikkens kår i kulturskolen ut fra informantenes fortellinger om sine opplevde erfaringer. Profesjonsteori og praksisarkitekturteori benyttes for å utvikle forståelser omkring disse fortellingene. Framtredende resultater dreier seg om at danselærerne har opplevd frustrasjoner omkring utfordringer med å bli forstått og respektert som representanter for et autonomt og sterkt utviklet fagfelt med bestemte verdier, normer, kunnskaper, forutsetninger og praksiser. Dette innebærer at danselærerne ofte opplever utfordringer rundt samarbeid med ledere og andre ansatte i kulturskolen. Vi finner også noen kropps- og aldersrelaterte utfordringer som har betydning for danselærernes yrkeslivsutvikling og for hvordan maktkonstellasjoner formes i kulturskolen. Ut fra dette foreslår vi reelle interprofesjonelle reforhandlinger av kulturskolens innhold på tvers av kulturskolens ulike fagområder, der bærere av de ulike fagprofesjonene deltar aktivt og likeverdig. ENGLISH ABSTRACT “Pfft, can’t you just dance a little?” An investigation of five dance teachers’ experiences in the kulturskole n this article, we shed light on how five dance teachers have experienced the conditions for teaching dance in the kulturskole. Through a narrative approach, the researchers explore prominent themes that describe the state of dance pedagogy in the kulturskole based on the participants’ accounts of their lived experiences. Theory about profession and practice architectures are used to develop understandings of these narratives. Key findings reveal that the dance teachers have experienced frustrations regarding challenges in being understood and respected as representatives of an autonomous and well-developed professional field with specific values, norms, knowledge, conditions, and practices. This often involves challenges in collaborating with leaders and other staff members in the kulturskole. We also identify certain body- and age-related challenges that influence the professional development of dance teachers and the formation of power dynamics within the kulturskole. Based on these findings, we propose genuine interprofessional renegotiations of the kulturskole’s content across its various subject areas, where representatives of the different professional fields actively and equally participate.