The expression “a mile wide and an inch deep” has been used as a characterization of physical education. Although it appears that this term is used interchangeably about teachers expertise in the subject matter and the curriculum of PE and how it is taught (Kirk, 2010), the expression has gained considerable traction as a metaphor for many of the issues that are perceived to be wrong with physical education. One such example is the debate concerning models-based physical education (Kirk, 2010; Standal, 2015). This is also the case in Norway.

More specifically, the width of PE is connected to the idea that students are presented with a multi-activity curriculum that consists of a wide range of activities in which they are required to be active participants (Kirk, 2010). One idea underlying this approach is that by presenting the students with a wide selection of activities, there is a good chance that they will find something that can become a life-long activity for them. In relation to this, Annerstedt (2008) has identified a particular “Scandinavian model for physical education (that) can be characterized by a broad content area, where pupils are to learn from a kind of ‘smorgasbord’ of Scandinavian culturally based activities such as skiing, skating, orienteering, and outdoor education.” (p. 304). In other words, the mile wide, as we understand it at here, refers to the range of activities that are presented through the teaching in PE.

On the other hand, the depth - or perhaps more appropriately the shallowness - is concerned with learning and the educational outcome. As Kirk (2010) argues, it appears that the skills (or in Kirk´s terminology, techniques) do not go beyond mere introduction. According to this idea, the shallowness of students´ learning has the consequence that the same introductory content is taught year after year. In other words, there is little progression throughout the years of schooling. Another stated consequence of the shallow learning outcome is that students` might learn the basic techniques of various sports and games, but they do not acquire the skills needed to take part in actual games situations, thus hampering the possibility to acquire skills enable life-long participation in physical culture.

Annerstedt, C. (2008). Physical education in Scandinavia with a focus on Sweden. a comparative perspective. Physical Education and Sport Pedagogy 13, 303-318 Kirk, D. (2010). Physical education futures. London, UK: Routledge Standal, Ø.F. (2015). Phenomenology and pedagogy in physical education. London, UK: Routledge