Petter Erik Leirhaug
Biographic Data
| ID | 6509090 |
|---|---|
| NAME | Petter Erik Leirhaug |
| GIVEN NAMES | Petter Erik |
| FAMILY NAME | Leirhaug |
| SIGNATURE | LEIRHAUG P E |
| AFFILIATIONS | Norwegian School of Sport Sciences |
| ORCID | 0000-0002-2414-8689 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Upper secondary school students’ perspectives on dance in physical education
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 less…
Structuring play in physical education
Play, games and sport are a part of the content of physical education (PE), and has been the subject of a longstanding debate among educators internationally and in Scandinavian countries. Play refers to something unstructured and free, while sport is a controlled and managed activity. Drawing on Skovbjerg`s (2021) play theory, this article explores how PE teachers in Norwegian secondary schools structure play as part of their teaching and curric…
Promoting instructional alignment in physical education teacher education
Introduction: Effective teaching should demonstrate a match between what learners are intended to know and be able to do, the opportunities they receive to learn and practice, and how we assess for learning. In turn, this promotes more worthwhile and meaningful learning. The purpose of this paper is to add to the limited examples of practices that directly connect with the coherent alignment of learning outcomes, assessment and instructional prac…
The Conforming, The Innovating and The Connecting Teacher
This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils' learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating T…
The grade alone provides no learning’
This paper explores the four inter-dependent elements of assessment literacy proposed by Hay and Penney [(2013). Assessment in physical education. A sociocultural perspective. New York: Routledge] – assessment comprehension, assessment application, assessment interpretation and critical engagement with assessment. More specific, the study reported in this paper addresses how Norwegian physical education teachers reflected assessment literacy in d…
It's the other assessment that is the key’
The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education mu…
Exploring the relationship between student grades and assessment for learning in Norwegian physical education
The purpose of this study was to explore the relationship between student grades and assessment for learning (AfL) in physical education. In educational literature, the focus on formative assessment has grown dramatically, partly because research indicates that good AfL is one of the most effective instructional tools to drive student learning forward. Therefore, a positive influence of AfL on students’ grades was hypothesised. The study employed…
It's the other assessment that is the key’
The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education mu…
Exploring the relationship between student grades and assessment for learning in Norwegian physical education
The purpose of this study was to explore the relationship between student grades and assessment for learning (AfL) in physical education. In educational literature, the focus on formative assessment has grown dramatically, partly because research indicates that good AfL is one of the most effective instructional tools to drive student learning forward. Therefore, a positive influence of AfL on students’ grades was hypothesised. The study employed…
The Conforming, The Innovating and The Connecting Teacher
This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils' learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating T…
It's the other assessment that is the key’
The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education mu…
Exploring the relationship between student grades and assessment for learning in Norwegian physical education
The purpose of this study was to explore the relationship between student grades and assessment for learning (AfL) in physical education. In educational literature, the focus on formative assessment has grown dramatically, partly because research indicates that good AfL is one of the most effective instructional tools to drive student learning forward. Therefore, a positive influence of AfL on students’ grades was hypothesised. The study employed…
The grade alone provides no learning’
This paper explores the four inter-dependent elements of assessment literacy proposed by Hay and Penney [(2013). Assessment in physical education. A sociocultural perspective. New York: Routledge] – assessment comprehension, assessment application, assessment interpretation and critical engagement with assessment. More specific, the study reported in this paper addresses how Norwegian physical education teachers reflected assessment literacy in d…
The Conforming, The Innovating and The Connecting Teacher
This paper explores why teachers adopt physically active learning (PAL). Data were collected through ‘go-alongs’ supplemented by individual interviews with 13 teachers in seven Norwegian lower secondary schools. Data were then analysed thematically. Results indicated that as well as to enhance their teaching and pupils' learning, teachers adopt PAL to adhere to school policy (The Conforming Teacher), to be an innovative educator (The Innovating T…
Promoting instructional alignment in physical education teacher education
Introduction: Effective teaching should demonstrate a match between what learners are intended to know and be able to do, the opportunities they receive to learn and practice, and how we assess for learning. In turn, this promotes more worthwhile and meaningful learning. The purpose of this paper is to add to the limited examples of practices that directly connect with the coherent alignment of learning outcomes, assessment and instructional prac…
Upper secondary school students’ perspectives on dance in physical education
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 less…
Structuring play in physical education
Play, games and sport are a part of the content of physical education (PE), and has been the subject of a longstanding debate among educators internationally and in Scandinavian countries. Play refers to something unstructured and free, while sport is a controlled and managed activity. Drawing on Skovbjerg`s (2021) play theory, this article explores how PE teachers in Norwegian secondary schools structure play as part of their teaching and curric…
Mathematics education (7 works) · Pedagogy (7 works) · Physical Education and Pedagogy (7 works) · Psychology (7 works) · Norwegian (5 works) · Physical education (5 works) · Sociology (5 works) · Assessment for learning (3 works) · Formative assessment (3 works) · Student Assessment and Feedback (3 works)