What question did this study set out to answer?

The aim is to explore how Norwegian physical education teacher educators use language to construe PE as supportive of pupils’ health and well-being.

Beyond the riverbank: the opportunities of adopting a strengths-based approach to health within Norwegian PETE

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This article explores adopting a strengths-based approach to health in Norwegian PETE, highlighting its implications for student well-being.

The aim is to explore how Norwegian physical education teacher educators use language to construe PE as supportive of pupils’ health and well-being.
Employed critical discourse analysis to assess language-use in PE education
Applied Fairclough’s concepts of epistemic and deontic modality for interpretation
Described and discussed four discourses of PE related to pupils' experiences and health
Identified four discourses: PE as acknowledgment of bodily subjects, fostering safety and goodness, enabling social interaction, and promoting valuable movement experiences.
Emphasized that PE should be viewed within the context of pupils' lived experiences and social backgrounds.
Suggested a shift in focus from ability to swim to recognizing pupils engaging in diverse healthying processes.

Marte Amundsen (2026) studied this question.

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View Full Paper

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Authors

This article explores adopting a strengths-based approach to health in Norwegian PETE, highlighting its implications for student well-being.

The aim is to explore how Norwegian physical education teacher educators use language to construe PE as supportive of pupils’ health and well-being.
Employed critical discourse analysis to assess language-use in PE education
Applied Fairclough’s concepts of epistemic and deontic modality for interpretation
Described and discussed four discourses of PE related to pupils' experiences and health
Identified four discourses: PE as acknowledgment of bodily subjects, fostering safety and goodness, enabling social interaction, and promoting valuable movement experiences.
Emphasized that PE should be viewed within the context of pupils' lived experiences and social backgrounds.
Suggested a shift in focus from ability to swim to recognizing pupils engaging in diverse healthying processes.

Marte Amundsen (2026) studied this question.

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