In Scandinavian countries, adventure and outdoor education has its companion in the term friluftsliv, a tradition of outdoor life that emphasizes environmental awareness and joy of nature. In Norway, friluftsliv has been an... [ view full abstract ]
In Scandinavian countries, adventure and outdoor education has its companion in the term friluftsliv, a tradition of outdoor life that emphasizes environmental awareness and joy of nature. In Norway, friluftsliv has been an explicit part of the National Curriculum for physical education (PE) since 1974, and is a learning area throughout 13 years of schooling.
Recognizing models-based approaches in PE as a way for teachers and students to concentrate on a manageable number of learning goals, the aim of this paper is to suggest a new pedagogical model for PE called ‘slow adventure and friluftsliv.’ We argue that the value and experience of nature is not well represented in existing pedagogical models facing the outdoors. To reveal the features essential in describing a model, we have conducted a systematic review of empirical studies on friluftsliv in Norwegian schools 1974 2016. We find that students enjoy friluftsliv and especially appreciate the social benefits. However, the review also show teachers struggling with constrains, and indicates a crucial need for the empowerment of teachers and the development of innovative approaches.
To meet this challenge, this paper explains the theoretical background for the model and outlines five essential ‘non-negotiable’ features of the ‘slow adventure and friluftsliv’ model: (1) environment with nature qualities, (2) focusing nature experience rather than skill development, (3) emphasizing cooperation and methods that stimulate student participation, (4) providing time for individual experience and dwelling, and (5) emphasizing assessment that focuses on being in nature, cooperation and self-reflection on the learning process.
We conclude with some reflections on the central learning outcomes, pedagogical implications for PE teachers, and manageable teaching strategies related to each of the five essential features. We also share some thoughts on how the model ‘slow adventure and friluftsliv’ relate to other instructional and pedagogical models.
• Empowering practitioners and supporting professional learning , • Innovative perspectives on physical education, physical activity, health and wellbeing a
