Moving into, and exploring and experiencing natural places are important elements in outdoor adventure education and natural based sport also known as friluftsliv. Friluftsliv is seen as an important subject within the curriculum throughout lower and upper secondary school. In Norway the ‘Knowledge Promotion Act’ (LK-06) implanted a new curriculum where the importance of Friluftsliv was emphasized under physical education. The traditional approach of friluftsliv has been one of excitement and serendipity as opposed to meeting competence aims and objectives, however the government is moving towards making friluftsliv focus on goal attainment rather than for fun and tradition. However not only does friluftsliv aim at attaining physical development but also personal and social development, teaching traditional Norwegian skills as opposed to adrenaline filled outdoor activities.
As the population in Norway is small in relation to its land area and where much of the population is spread sparsely, here a sharp difference between Norway and the UK can be seen. For example, a child from inner city London may deem a visit to the national park a ‘wilderness experience’, which suggests that those from the UK are not as in touch or use to experiencing nature than those in Norway where Friluftsliv plays an integral part in physical education. Sports such football, athletics, rounder, etc. are often used in physical education from a young age with a focus on teamwork and tactics. In the English physical education curriculum for primary school children, there is no mention of any outdoor adventure related sports or lessons, but an emphasis on gymnastics, games and swimming. Only in key stage two of primary school where children seven years and older are introduced to basic outdoor activities. These include following trails in unfamiliar and changing environments and using a range of orienteering and problem solving skills. Physical Education: PE (2013) Clearly, the curriculum only touches the subject of outdoor education. Educational aims are in place and can be seen to be different to the Norwegian curriculum as Friluftsliv was implemented in the beginning to uphold tradition and teach pupils not only traditional outdoor sports and skills but the history of it as well.
Friluftsliv also teaches pupils to leave no traces but footsteps, teaching children to respect nature and giving lessons of simplicity and sportsmanship. As the majority of schools are based in and around cities as opposed to the countryside, there is little understanding of the concept to ‘leaving no traces but footsteps’ as many children have not stepped foot in the country side. However, schools have been told to educate children on the countryside code giving lessons on always shutting gates behind you, protecting the natural environment, such as picking up rubbish, keeping to paths, and advising people on how to be prepared for a day in the outdoors. However, this is not on the curriculum, and all though everyone should know this, they are not always taught this, which suggests a contrast to Norwegian friluftsliv and English physical education curriculum.
In Norway access to land is free everywhere, this creates a much easier option for teachers and friluftsliv. Aadland et al (2009) reports that teachers in Norway can reach suitable areas for friluftsliv activities within one hour on a bicycle; this differs to England as access to land is very strict and permission is often needed to make a fire, wild camp, go kayaking or canoeing. Either that or access is permitted in certain months and times. However there is much more freedom to roam about the countryside now then there was many years ago where land was owned by wealthy aristocrats. This makes it harder for teachers to take children out of the school grounds as there are so many restrictions. In turn, this makes is harder to get children interested in the outdoors as they do not have the opportunity within the school curriculum to witness the countryside and try different sports, whether they are traditional outdoor sports or adrenaline filled sports.
In the English curriculum, there is no regular timetable of outdoor activities, however every few years there is an opportunity for the class to go away for a weekend to participate in outdoor activities. These weekends are not compulsory and also have to be paid for by parents/carers and so it is very rare for all students to participate in these weekends. On the other hand, children in secondary school are often presented with completing the bronze Duke of Edinburgh award that can be completed whilst as school. This award teaches children how to plan and navigate a route and camp. As well as this, it also aids with personal and social development requiring the individual to take up a new skill and volunteer in society. Once again however, this award is not compulsory, unlike friluftsliv where there are ten years of outdoor education within physical education. There is also a clear difference between recreational and survival lessons. In England, if children take part in outdoor sports it is for fun and recreational use, however friluftsliv provides survival lessons in the wilderness.
In conclusion, even though the depth and standard in friluftsliv has been lowered in LK-06, the standard of teaching in outdoor skills is still higher than those taught in England. Children in England have the choice of pursuing an interest in outdoor sports, which if they do, there is plenty for children to participate in; such as Duke of Edinburgh and weekend trips away, however in Norway outdoor education is within the curriculum where children grow up with the knowledge of outdoor education.
References
Aadland, H. & Arnesen, T. & Nerland, J. (2009) Friluftsliv in the Norwegian lower secondary school. The birth of friluftsliv. [Online] 1 – 14. Available from: http://norwegianjournaloffriluftsliv.com/doc/132010.pdf [Accessed 17th January 2014].
Amensen, T. & Nilsen, A. & Leirhaug, P. (2009) Assessment for learning and gender equity in physical education: A prospect from Norway and the implementation of the new national curriculum 2006. UH- net Vest conference, Bergan.
Gelter, H. (2000) Friluftsliv: The Scandinavian philosophy of outdoor life. Canadian Journal of Environmental Education. [Online] 5, 77 – 90. Available from: http://jee.lakeheadu.ca/index.php/cjee/article/viewFile/302/222 [Accessed 17th January 2014].
Humberstone, B. & Pedersen, K. (2001) Gender, Class and Outdoor Traditions in the UK and Norway. Sport, Education and Society. [Online] 6 (1), 23 – 33. Available from: http://www.tandfonline.com.atlas.worc.ac.uk/doi/pdf/10.1080/713696039 [Accessed 17th January 2014].
The Department for Education (2013) Physical Education (PE): Key Stage 2 [Online] Available from: http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199167/pe/ks2 [Accessed 17th January 2014].