School sports, together with the basic component of health and well-being, play an important role in health education and physical education of the student throughout primary school. Health is based on mental, physical and social well-being, which is determined by the complex interaction of the individual, circumstances and environment. Therefore, school activities should be organized with the aim of promoting health and systematically contributing to the well-being and well-being of students. All physical activity, whether occasional or organized participation, aims to maintain or improve physical skills, mental well-being and health, promote social relationships or achieve success in competitive and high-performance sports at all levels.

Through sports and physical education, students can train and enhance their social, emotional and moral development, teach goal setting and stress management, create conditions for a healthy lifestyle, and develop resilience and perseverance. Icelandic nature and outdoor learning are ideal venues for exercise and various sports, and emphasis should be placed on introducing students to outdoor sports throughout the year. Swimming is a health-promoting activity and a good way to improve health.

The main purpose of the study and teaching of the field of study is that students receive education about and opportunities for targeted health and health promotion and gain an understanding of their importance for physical, mental and social well-being. Targeted movement and the use of the body in sports and physical education is an important part of health, health and health promotion that students need in everyday life, play and work. In this way, students gain insight and education in a variety of sports. By integrating exercise and a health-promoting environment into all school activities, the possibility is created to achieve a positive school atmosphere and foster the development and health of each individual from as many aspects as possible.

Teaching must aim to ensure that students acquire a positive attitude towards and develop a belief in the importance of physical activity, health education and health promotion, and that these aspects are maintained. In order to respond to the different needs of students, it is necessary to ensure equal opportunities for them, take into account individual needs and consider the position of different groups from an equality and human rights perspective.

Students need to be given the opportunity to enjoy their strengths and interests, thereby building a positive self-image and boosting their self-confidence. It is important to use students’ interests to encourage physical activity and health and train them to make decisions about their own health, perceive the impact of physical activity and health promotion on mental and physical well-being, and gain an understanding of which factors can affect their health and well-being for life.

Students need to be educated about well-being, health promotion and health, exercise and motor skills, and a safe environment must be created for them that encourages physical activity.

Teaching must be based on targeted physical training with an emphasis on daily exercise, which lays the foundation for students’ lifelong health and well-being.

Outdoor education provides an opportunity to utilize all the senses by connecting topics to various aspects of learning areas and subjects alongside physical education. Thus, outdoor education is a good complement to the structured teaching of school sports, as well as creating opportunities for integration with other areas of study.

A variety of physical activities take place outdoors, especially in natural environments. Outdoor education provides a good opportunity to connect health education and sustainability in lifestyles. Students need to know, understand and respect nature and their immediate environment, man-made or natural. Students learn to dress according to the weather and prepare themselves with a packed lunch and appropriate equipment. Navigation, organization and management are important aspects that are achieved through outdoor trips. It is also ideal to use active means of transport between home and school whenever possible, i.e. by walking or cycling to school.

Teaching sports can achieve many goals at once, both physical, social and mental. The most important thing, however, is the joy and desire to participate and move more, improve physical condition and increase self-confidence. By grappling with challenging tasks, you learn that training and practice bring success in both sports and other studies, and personal qualities such as resilience, self-discipline and balance are strengthened.

When planning the study and teaching of school sports, all competence standards for students’ schooling must be taken into account. Students must be encouraged to acquire the expected competence, as competence includes an overview and the ability to apply the knowledge and skills that have been acquired.

The competence criteria for the field of study are divided into several categories. The categories are not isolated within a subject or field of study, but rather parts of an integrated whole where each category can benefit from the others, within and between subjects and fields of study, which provides opportunities for comprehensive project work and integration.

The competency standards in the chapter apply to all learning and teaching of school sports, regardless of where it takes place, in a gymnasium, outdoor area or swimming pool.

The competence standards are presented in five categories, namely body awareness, skills and performance, social aspects, health and knowledge development, safety and organizational rules and school swimming. Although the competence standards are classified in this way, it is important to see them as a continuous whole.

When focusing specifically on one competence standard, it is important to keep in mind that learning is a continuous process and creative activity, rather than the accumulation of limited knowledge and training in a specific skill.

Assessment criteria are set for all subjects and areas of study at the end of grades 4, 7 and 10 and are a description of how well a student has mastered a defined skill. Schools are required to set assessment criteria for subjects and areas of study for other grades and explain them in the school curriculum.

Assessment criteria are presented on an A–D assessment scale. A describes excellent competence, B describes good competence, C describes fair competence, and D describes competence that does not meet the criteria described in C. It can be assumed that the majority of students will achieve the competence specified in B, competence achieved, as they are based on the competence criteria for the year.

A is awarded to those who demonstrate outstanding competence and C to those who do not fully meet the requirements set out in B criteria. There are no criteria set for D, but this evidence is used when a student does not meet the requirements set out in C criteria. The school then makes a separate report on the competence of the student in question.

Schools are required to use the A–D grading scale and assessment criteria when graduating students from grade 10.

The A–D assessment scale and assessment criteria at the end of grades 4 and 7 are intended to be a guide for schools and are only presented to support assessment at the end of the junior and middle levels.

The assessment criteria for each study period should be based on the competency criteria and the learning objectives that have been worked on. The most important thing is to assess at the end of the study period what was expected according to the assessment criteria.

Assessment results need to be based on reliable assessment data and diverse assessment methods so that students, parents, and schools receive the most accurate information about their status.