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In physical education (PE), both assessment practices and choice of teaching content indicate that pupil-related factors such as motor competence and physical fitness potentially influence pupils' academic achievement in PE. However, neither of these factors are explicitly expressed as assessment criteria in the Norwegian PE-curriculum. Hence, the aim of the current study was to investigate potential differences in motor competence and physical fitness between pupils with different academic achievements in PE. Forty-five boys and 31 gi
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