Risk and Safety Management in Physical Education
A Study of Teachers' Practice Perspectives
Bibliographic Data
| ID | 5285453 |
|---|---|
| Authors | Lise Porsanger (0000-0002-4847-2010, Norwegian University of Science and Technology, corresponding author), Leif Inge Magnussen (0000-0001-6458-0380, University of South-Eastern Norway) |
| Year | 2021 |
| Volume | 3 |
| Pages | 663676-663676 |
| Publication date | 2021-04-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Sports and Active Living (JOURNAL) |
| Journal identifiers | ISSN: 2624-9367 • E-ISSN: 2624-9367 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fspor.2021.663676 |
| PMID | 33937754 |
| OpenAlex | W3154285905 |
| Language | EN |
| Citations received | 2 |
| References cited | 41 |
The aim of this article is to explore and understand teachers' risk and safety management (RSM) practices in physical education (PE) programs in Norway. A survey questionnaire and semistructured interviews were therefore used to generate quantitative data on trends from a larger sample of teachers (n= 698) and rich in-depth qualitative data concerning teachers' (n= 17) practices. By providing the teachers' perspectives, a better understanding of the complexity of RSM in PE may be possible. The results from both the survey and interviews suggest that teachers employ multiple strategies: from safety procedures, complying to compulsory risk measures, to the use of common sense in their RSM practices. The interviewees, on the other hand, initially claim that their RSM practice is quite scarce and, in some respects, not appropriate for PE. They emphasize measures that cater to the students' needs and modification to physical activities in their teaching. However, the interview data suggest that teachers do not primarily conceptualize this part of their practice as RSM but as measures of other pedagogical concerns. Combined, the results from both the survey and the interviews may characterize a RSM practice that relies on teaching experience and the use of discretion. The results in this article both converge and diverge and emphasize the importance of multiple data sources in investigating teachers' RSM practices
Best practice · Discretion · Management · Mathematics education · Medical education · Physical education · Political science · Qualitative property · Qualitative research · Sample (material · Sociology · Applied Psychology · Computer Science · Inclusion and Disability in Education and Sport · Medicine · Physical Education and Pedagogy · Psychology · Sports injuries and prevention
Professionalism
Global Risk Governance
The reflective practitioner
Adaptive expertise – a characteristic of expertise in outdoor instructors
‘In-between’ and other reasonable ways to deal with risk and uncertainty
Theorising Risk Work
Informal logics of risk
The meaning of risk-taking – key concepts and dimensions
Some foundational issues related to risk governance and different types of risks
The constitutive element of probabilistic agency in risk
The Precautionary Principle and the Uncertainty Paradox
Physical education and the art of teaching
The perception, management and performance of risk amongst Forest School educators
The Beautiful Risk of Education
Risk and emotion
The romance of risk
Teaching Theory Construction With Initial Grounded Theory Tools
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |