From camouflaged work to free play – Deweyan perspectives on play in primary physical education

Play holds a prominent place in children’s lives and development and is increasingly emphasised in Physical Education (PE) curricula internationally, including in Norway. However, how play is pedagogically enacted in the early school years remains underexplored. This article examines how play is implemented in Norwegian primary PE (grades 1–4) and analyses what opportunities different forms of play may create for students’ learning and growth. Drawing on Dewey’s concepts of play, work and growth, we analysed observations of 26 PE lessons and interviews with 16 teachers from four schools. The analysis identified three pedagogical forms of play along a continuum from teacher-led to student-led activity: ‘camouflaged work’, ‘facilitated play’ and ‘free play’. Camouflaged work dominated classroom practice, while facilitated play occurred only occasionally. Free play often created greater opportunities for autonomy and exploration, although teachers sometimes struggled to articulate how these experiences connected to broader educational intentions. Interpreting these forms through a Deweyan lens shows how different pedagogical arrangements shape the relationship between student agency, playful engagement and educational direction. By conceptualising pedagogical forms of play in PE, the study contributes an analytical framework for understanding how play can balance curriculum goals with children’s developmental needs in the early school years.