Vegard Fånes Aaring

Vegard Fånes Aaring is an Associate Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. He also serves as Head of Studies, indicating a leadership role in academic administration. Based in Oslo, Norway, he is actively involved in research, teaching, and dissemination in physical education.

His research interests focus on Physical Education, Teacher Education, Curriculum Development, and Movement Learning, with a strong emphasis on the implications of Norway’s LK20 curriculum reform. His work explores how teachers and students understand and implement changes in physical education, particularly the shift away from sport-centric models toward more inclusive, movement-based approaches.

The 15 most recent publications reflect a consistent trajectory in curriculum studies, embodied pedagogy, and assessment practices. Themes include teacher and student perceptions, didactic challenges, model-based teaching, and the philosophical foundations of physical education. His work appears in academic books, research reports, and public dissemination platforms, indicating both scholarly and practical impact.

Scientific contributions include:

• Co-authorship of a textbook on movement learning (2023)
• Multiple research reports from the FUSK-undersøkelsen (2022–2024) on student and teacher perceptions
• Chapters in edited volumes on post-reform physical education
• Dissemination in Forskning.no, Utdanningsnytt.no, and podcasts

Aaring actively collaborates with leading researchers in Norwegian physical education, such as Erlend Ellefsen Vinje, Martin Blaauw Sandell, and Øyvind Førland Standal. While no formal grant details or student supervision list is provided, his leadership and publication record suggest active involvement in research projects and academic mentoring. He contributes to professional development through seminars and conferences, emphasizing experiential and reflective teaching practices.

He is a key figure in advancing physical education in Norway through research, policy dialogue, and teacher education, with a clear focus on making the subject more accessible, meaningful, and pedagogically sound.