Porsanger Lise, Magnussen Leif Inge
Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway.
Department of Business, History and Social Sciences, University of Southeastern Norway, Borre, Norway.
Front Sports Act Living. 2021 Apr 16;3:663676. doi: 10.3389/fspor.2021.663676. eCollection 2021.
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 ( = 698) and rich in-depth qualitative data concerning teachers' ( = 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.
本文旨在探究和了解挪威体育课程中教师的风险与安全管理（RSM）实践。因此，我们使用了一份调查问卷和半结构化访谈，以从大量教师样本（n = 698）中收集有关趋势的定量数据，并获取关于教师实践（n = 17）的丰富深入的定性数据。通过呈现教师的观点，或许能够更好地理解体育教育中RSM的复杂性。调查和访谈的结果均表明，教师采用多种策略：从安全程序、遵守强制性风险措施，到在其RSM实践中运用常识。另一方面，受访者最初声称他们的RSM实践相当匮乏，且在某些方面不适用于体育教育。他们强调在教学中要采取满足学生需求的措施以及对体育活动进行调整。然而，访谈数据表明，教师并非主要将其这部分实践概念化为RSM，而是视为其他教学关注点的措施。综合来看，调查和访谈的结果可能描绘出一种依赖教学经验和自由裁量权运用的RSM实践。本文的结果既有趋同之处，也有分歧之处，并强调了在调查教师RSM实践中多种数据来源的重要性。
