Teachers’ perspectives of outdoor aquatic education as a meaningful activity in lower- secondary school

The Norwegian curriculum in physical education includes outdoor aquatic education to provide pupils with authentic learning experiences. This study explores what teachers consider important for making outdoor aquatic education a meaningful activity for pupils in 10th grade (aged 14–16) and the key factors affecting their work. Five teachers from two schools participated in data generation that included observations of seven teaching sessions, pre- and post-teaching interviews, workshops, and planning documents. The data material was analyzed using Braun and Clarke’s reflexive thematic analysis, resulting in three themes: 1) The pupils’ experiences are the focus of attention, 2) Affording relevant experiences adapted to the pupils is necessary, and 3) Ensuring the pupils’ safety is most important. Teachers make outdoor aquatic education a meaningful activity through their choices, priorities, and relationships with pupils. Teaching large groups of pupils in a limited timeframe was found to be an obstacle to facilitating meaningful experiences.