”Den følelse kan jeg ikke skabe, hvis jeg bare står og fortæller” – Lærernes erfaringer med en handlingsorienteret tilgang til bevægelse i folkeskolen

Indforelsen af kravet om 45 minutters daglig motion og bevaegelse i folkeskolen har forandret laerernes undervisningspraksis. I dette kvalitative interviewstudie undersoger vi, hvilke didaktiske overvejelser laerere gor sig, nar de integrerer bevaegelse i deres undervisning. Undersogelsen sigter pa at nuancere forstaelsen af og beskrive mulighederne i at integrere motion og bevaegelse i undervisningen i folkeskolen. Studiets interviews peger pa, at laererne opfatter bevaegelse som kropslige handlinger, der bidrager til indsigt i det faglige indhold frem for som fysiske aktiviteter, der fremmer eksekutive funktioner. Ifolge laererne skal bevaegelse i undervisningen give sansemotoriske, sociale og folelsesmaessige erfaringer, der bidrager til elevernes laering pa en made, som traditionel tavleundervisning ikke gor. Det er derfor laerernes didaktiske overvejelser om faglige mal og elevernes laering, der former bevaegelsesaktiviteterne, og disse integreres saledes i laerernes fagdidaktik. Laererne giver imidlertid udtryk for, at det er udfordrende at identificere beroringsflader mellem bevaegelse og fagligt indhold. Ifolge laererne oger bevaegelsesaktiviteterne elevernes kropslige interaktion, hvilket gor undervisningen mere levende og engagerer eleverne. Det kan forstyrre undervisningen, men interviewene viser, at en handlingsorienteret bevaegelsespraksis har potentiale til at skabe balance mellem bevaegelsens vitalitet og den faglige styring. English abstract “I can’t create that feeling by just talking” – Teachers’ experiences with Enactive Movement Integration in primary school In The Danish Folkeskole, it has become mandatory for pupils to be physically active for 45 minutes every day, a provision which has changed the way teachers work. In this qualitative interview study, we examine what didactic considerations teachers draw on when integrating movement in education. The interviews indicate that teachers perceive movement as embodied actions that contribute to new insights, rather than physical activities that promote executive functions. According to the teachers, movement in teaching should provide sensorymotor, social and emotional experiences that contribute to student learning in a way that traditional classroom teaching does not. It is therefore the teachers’ didactic considerations of subject aims and students learning that shape the movement activities. Teachers say that identifying the interface between movement and subject matter is a challenge. The movement activities result in increased bodily interaction in the classroom, which, according to the teachers, makes teaching more vivid and engages the students. Movement activities may cause some disturbance, but our study shows that embodied actions hold the potential to balance the vitality both of the movement and the academic task.