The focus on the importance of social and emotional skills for academic achievement has given teachers and researchers a broader perspective on educational research (OECD, 2015). In Norway, this is reflected in ministerial white papers on future schooling (Ludvigsen et al., 2014; Ludvigsen et al., 2015). Physical education (PE) and the Arts are often regarded as subjects where pupils thrive, but they also invite a great degree of social, emotional and bodily ‘risky’ activity which may contribute to dropping out of school (Lyngstad, 2010). Dropout, here understood as a lack of inclusion in schooling, links the question of pupil social and motional skills closely to the issue of inclusivity/exclusivity. In this paper we focus on the challenges connected to describing and measuring pupils’ social and emotional skills in projects and teaching in practical, aesthetic and performance oriented activities and subjects. The theoretical background and research process is based in our efforts of translating and using the Achievement Emotion Questionaire (AEQ) (Pekrun, Goetz, Titz & Perry, 2002; Pekrun, Goetz & Perry, 2005) in a Norwegian education context. The translation and adaptation of AEQ to Norwegian contexts is guided by ‘The Cross-cultural Adaptation process’ (Gjersing, Caplehorn, & Clausen, 2010). AEQ intends to measure the emotions of joy, anxiety and shame in different educational context- and assessment situations. As a pilot and validation process we have adapted AEQ to measure pupils’ emotions in the DiSko project (paper 2). Appox. 300 primary school pupils aged from 8 to 12 years responded to an adapted questionnaire. Findings show an overall positive emotional response. However, teachers were surprised by findings suggesting significant degrees of performance anxiety. The research group is now developing and adapting AEQ to a larger survey that, in addition to AEQ, contains background variables and other scales relevant to performance emotions in PE. In our presentation, findings in the form of degrees of joy, shame and anxiety in teaching and assessment situations will be discussed. Additionally, we will reflect on methodological challenges for interventionist studies intending to measure aspects of social and emotional skills in innovative practices, and their relationships to background variables, motivation and inclusion. Finally, we will point towards possible directions for further research on performance emotions in order to increase the knowledge base for inclusive practices in performance oriented curriculum subjects.

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