Peer-reviewed research2017–2026 update
Teachers’ perspectives of outdoor aquatic education as a meaningful activity in lower- secondary school
Norwegian teachers made outdoor aquatic education meaningful by focusing on pupils' experiences, adapting activities and putting safety first, but large groups and limited time got in the way.
What's new
This study explored what Norwegian teachers consider important for making outdoor aquatic education meaningful for pupils aged 14–16. Five teachers from two schools took part. Data came from observations of seven teaching sessions, interviews before and after teaching, workshops and planning documents, analysed using reflexive thematic analysis. Three themes emerged: pupils' experiences are the focus, experiences must be relevant and adapted to the pupils, and ensuring pupils' safety is most important. Teaching large groups in a limited timeframe was an obstacle to meaningful experiences.
Why it matters in Aotearoa
Aquatic activities are central to EOTC in Aotearoa. The study shows how teachers balance meaningful learning and safety, and names group size and time as practical constraints that schools can address.
Putting it into practice
When planning aquatic sessions, review group sizes and session length. Adjust them, or bring in extra staff, so that activities can be adapted to pupils without compromising safety.
How strong is the evidence
This is a small qualitative study of five teachers at two schools, with rich data from several sources. The findings reflect teachers' perspectives.
What to read
The three themes and the discussion of obstacles.