From kindergarten to primary school – Physical education as a support for students’ transition

The transition from kindergarten to primary school is a significant event in children's education, garnering increasing political and social attention in Norway and globally. With the growing focus on educational transitions and continuity, this study examines the role of physical education (PE) in facilitating students’ transition into primary school in Norway. The study was conducted across four Norwegian primary schools, utilising semi-structured interviews with 16 first- to fourth-grade teachers, observations of PE lessons and school environments, and field notes from school visits. A reflexive methodology and an abductive approach were employed to analyse the data, drawing on the concepts of continuity and discontinuity ( Dewey, 1938 ; Hogsnes and Moser, 2014 ). The findings indicate that PE in the early school years can play a supportive role in students’ transition from kindergarten to primary school through socialisation processes and bridging approaches in PE, thereby enhancing continuity in the transition process. Based on these findings, we argue that primary PE's emphasis on movement, play and social interaction offers valuable opportunities to support young students during this transition. To conclude, we suggest that PE can contribute meaningfully to students’ adjustment to school by balancing both stability and adaptation in the shift to formal schooling.