Idrott och hälsa - det osynliga lärandet och den mångfaldiga bedömningen. En fallstudie om elevers uppfattning om lärande och bedömning av praktisk rörelsekunskap inom ämnet idrott och hälsa i grundskolan

Sammanfattning: Aim: This study aims to enhance our understanding of how students perceive the assessment and value of practical movement knowledge in physical education and health as determined by a/their physical education teachers. Theory: The theoretical framework employed in this research is a combination of phenomenography and the four knowledge forms: knowledge, understanding, skill, and familiarity. Method: To collect data, four focus interviews were conducted with a sample of 15 grade 9 students. Additionally, 360 journals (log books) from four varied teaching units were analyzed. Results: The results reveal that students perceive the lesson objective as an opportunity to engage in physical movement or acquire specific knowledge within a particular activity. In order for students to perceive that learning takes place, they need to have limited prior knowledge and no preconceived notions about how the activity should be performed. Students also need to learn the concepts associated with the learning process. The results also indicate that students recognize teachers are assessing participation, engagement, social skills, and technical abilities within the framework of the activity. Students perceive that teachers assess understanding of the subject matter, how well the student grasps the purpose of the activity, and skill-based knowledge as technical aspects within the activity.