ABSTRACT

The aim of this study was to explore students’ experiences with regulated physical education (RPE) as a placement option for PE classes. Four students from two high schools participated in in-depth interviews. The data were analyzed in accordance with Ricoeur’s interpretation theory and informed by micro-sociology and phenomenology. The main themes were related to bad memories and lack of self-confidence and mastery in PE and to the importance of involvement and mastery in RPE. The findings reveal a wide range of experiences with both placement options, from disliking and feeling stigmatized in PE to experiencing success and inclusion in RPE. In the discussion, we deepen our understanding of what it means to be negatively exposed and to have feelings of marginalization in PE. We suggest that to facilitate children to grow and learn in Norwegian PE, a re-thinking in order to create meaningful PE classes for all is needed.

摘要

本研究的目的是探讨学生将规范体育教育 (RPE) 作为体育课的安置选择的经验。来自两所高中的四名学生参加了深度访谈。根据利科的解释理论对数据进行分析，并以微观社会学和现象学为依据。主题与糟糕的记忆、缺乏自信和对 PE 的掌握以及参与和掌握 RPE 的重要性有关。调查结果揭示了两种安置选择的广泛经历，从不喜欢和感觉在 PE 中被污名化到体验成功和融入 RPE。在讨论中，我们加深了对PE中负面暴露和边缘化感觉意味着什么的理解。我们建议，为了方便孩子们在挪威体育中成长和学习，