Gymnastik- och idrottshögskolan, GIH

Purpose

The purpose of this study was to investigate and describe how physical education teachers modify and adapt their teaching based on their views on norms, identity, and disability when their teaching group consists of both sighted students and students with visual impairments or blind students.

Method

Qualitative semi-structured interviews were conducted with practicing, certified physical education teachers who had both sighted students and students with visual impairments in their teaching group. The respondents consisted of 1 female physical education teacher and 5 male physical education teachers.

Results

The teachers' views on disabilities, identity and norms affected their experience of planning and designing their teaching. Teachers who planned and designed their educational settings based on the needs of the teaching group created lessons in which all students could participate. These teachers had alternative adaptations in their classroom practices that were available to all students. Furthermore, these teachers used the students' different disabilities to create knowledge and understanding among other students that abilities develop differently in all people. Teachers who stated that they created adaptations based on the visually impaired students' abilities reported that they more often needed to have learning activities separate from the teaching group. All teachers expressed a desire for more training in special education.

Conclusion

The study shows that students with disabilities can fully participate in physical education and health when teachers plan their teaching based on the needs of all students. By seeing disabilities as a strength, teachers can create an inclusive environment where all students can learn and develop. Teachers who have a positive view of disabilities find it less challenging to teach students with visual impairments. However, all teachers, regardless of experience, need access to resources such as support staff, suitable premises, and training to provide students with visual impairments the best conditions for development.

Aim

This study aims to explore how teaching is performed in outdoor education- a learning area in the curriculum in Swedish schools – focusing on place, teaching methods and limitations. Seven teachers in outdoor education were interviewed about this. The meaning of place is understood as a place for teaching. It could either be a place chosen for its suitability to be an arena for teaching activities or because it is interesting in itself from various perspectives such as culture, history and ecology.

Methodology

The study is qualitative and has been performed by semi-structured interviews with seven teachers in elementary schools in different parts of Sweden. Six of the teachers were very experienced while one had been a teacher less than two years. The results have been analyzed based on three theoretical frameworks - place-responsive pedagogy, learning by doing and frame factor theory.

Result

Findings suggest that the teachers use a place for their teaching in outdoor education that is suitable taking into account available time, the kind of teaching activity and pupils involved. This often implies a green area near school. There are also some findings showing that the teachers choose a place because it is interesting and can offer nature experiences and knowledge from various perspectives such as culture, ecological and historical.Teaching methods include command styles which are used to give the pupils basic knowledge in outdoor education which is needed to make them feel safe and secure in nature so that a basis for continued interest in outdoor education is founded. Discovery styles are used to encourage pupils to take responsibility for their learning. This style supports place- responsive pedagogy as the pupils explore a place in depth.Limitations in teaching outdoor education raised by the interviewed teachers include time, resources and natural areas. These difficulties could be overcome by using place-responsive pedagogy as this pedagogy mostly implies staying in the surroundings of the school.The interviews have given us an insight how teaching in outdoor education is performed in different parts of Sweden. We conclude that the possibility of finding suitable places for outdoor education activities varies depending on where the school is situated geographically.6The main findings in the study are that the teachers use the place as an arena for their teaching activities. None of teachers distinctly use place-responsive pedagogy in their teaching but they include places in their teaching that are interesting out of various perspectives such as nature experiences, historical and cultural interests. We hope that we have actualized the idea of place-responsive pedagogy by making our interviews.

I kapitlet riktar vi blicken mot barn- och ungdomsidrotten för att belysa de möjligheter och utmaningar arbetet med att rekrytera ledare innebär för föreningar. Inledningsvis presenterar vi en översikt av vad som framkommit i tidigare studier om rekrytering, idealitet och ledares drivkrafter. Därefter ger vi en nulägesbeskrivning, baserad på intervjusamtal med 15 föreningsrepresentanter Centrala frågor är: Hur går det till att rekrytera ledare i dag? Är det svårt? Finns det ideella engagemanget verkligen kvar, eller får alla någon form av ersättning? Och, slutligen, hur ser föreningar på framtiden?

BACKGROUND: The dose-response relationship between physical activity and sedentary behaviour (SB) with mortality in people with coronary heart disease (CHD) is unclear. The aim was to identify moderate-to-vigorous physical activity (MVPA) and SB thresholds for mortality risk.

METHODS: This prospective cohort study comprised Australian participants aged ≥ 45 years with self-reported CHD (2006-2020). Self-reported MVPA (min/wk) and SB (hr/day) were the exposures. Cardiac and all-cause mortality were the main outcomes. Survival regression trees identified MVPA and SB thresholds influencing mortality survival rate. Cox regression models and the C-statistic were used to examine the thresholds, comparing them to public health guidelines.

RESULTS: The cohort included 40,156 participants (mean (SD) age, 70.3(10.3) years; 15,278 females (38%)). During a median follow-up of 11.1 (IQR,6.2-14.4) years, 2,497 cardiac and 12,240 all-cause deaths were recorded. The threshold for MVPA and all-cause and cardiac mortality was ≥ 146 min/wk and ≥ 96 min/wk, respectively. For SB, the threshold for mortality was < 5-6 h/day. Sex-specific differences in thresholds for MVPA and SB were found. All MVPA and SB thresholds had equivalent associated risk reductions and predictive abilities for cardiac and all-cause mortality to the public health guidelines.

CONCLUSION: The newly identified thresholds suggest that the public health physical activity guidelines are suitable for reducing risks of all-cause mortality in people with CHD. For reducing risks of cardiac mortality, the threshold is suggested to be much lower. The SB suggested thresholds for reducing risks of mortality are 5-6 h/day. Further research is required to explore these thresholds and sex-specific differences.

Mindfulness can play a critical role in promoting and protecting mental wellbeing among elite athletes. However, mechanisms of change are needed to provide theoretical insight when designing mindfulness-based programs in this population. The purpose of this study was to explore how mindfulness predicts mental wellbeing through the attitudes of gratitude (toward pleasant moments) and self-compassion (toward unpleasant moments). All outcomes were assessed through self-reported scores on the trait levels. The convenience sample consisted of 226 elite athletes (Mean age = 21.44 years; SD = 3.47; 52.2 % Men), of which mostly resided in Australia (52.2 %) and Sweden (37.2 %). The parallel mediation analysis was conducted via PROCESS macro and covariates were added into the analysis, including age, gender, type of sport, fitness status, and country of residence. Results indicated trait gratitude and trait self-compassion were parallel mediators of the relationship between trait mindfulness and mental wellbeing. Researchers and practitioners in sport can consider cultivating elite athletes' attitudes of gratitude and self-compassion through mindfulness-based programs, which may help optimally promote and protect athlete wellbeing.

Aim

The purpose of this study is to examine how teachers perceive and implement non-mandatory, schedule-disrupting days at their schools. The research was guided by the following questions:

1. What significance and meaning do teachers attribute to schedule-breaking days?
2. Who is responsible for the content of schedule-breaking days, and what is prioritized?
3. What opportunities and challenges do teachers perceive with schedule-breaking days?

Methodology

The study takes a qualitative approach using semi-structured interviews as the primary method. A purposive sampling strategy was employed, involving five physical education teachers at the lower secondary level from different parts of the Stockholm area. All participants were responsible for managing at least one schedule-breaking day. Three interviews were conducted in person, while two were conducted digitally via Google Meet and Zoom. Data analysis was performed using thematic analysis, using theoretical frameworks to interpret the respondents’ answers and present the findings.

Results

The results indicate that schedule-breaking days persist as a phenomenon despite changes in the curriculum guidelines that teachers must adhere to. The implementation of such days varies across schools, covering different types of schedule-breaking activities. The purpose of these days also varies, ranging from relationship-building and learning to recreation and assessment. Structural factors such as planning time and budget are the most influential in determining how these days can be executed. However, there is a consensus among teachers regarding the value of schedule-breaking days, making them worthwhile despite differing views among other school staff and students' parents.

Conclusion

The study reveals that schedule-breaking days vary between schools in both number and content. These days have clear purposes and are appreciated by PE teachers despite limitations posed by physical contextual factors. Teachers view these days positively and wish to participate in their planning, though more time is required to enable this. To overcome the constraints of contextual factors, a broader perspective on “friluftsliv” and alignment with the school’s curriculum is needed. By focusing on opportunities rather than limitations, teachers can create positive experiences and learning environments for students.

Brain-derived neurotrophic factor (BDNF) is a neurotrophin that plays a central role in neuronal health. BDNF exists in two primary isoforms, the mature form (mBDNF) and its precursor (proBDNF), with opposing downstream effects on neuronal function. The positive effect of exercise on plasma levels of the BDNF isoforms has been extensively studied in adults. However, equivalent investigations are lacking in children and adolescents. Twenty healthy children (9-12 years old), 19 adolescents (13-17 years old) and 39 adults (23-49 years old) donated venous blood before and after a 45-minute run. Platelet-poor plasma was analysed for pro- and mBDNF using an enzyme-linked immunosorbent assay. Maximal oxygen uptake and anthropometric data were assessed in all participants, while Tanner stage, circulating sex hormones and accelerometry-based activity level were assessed in children and adolescents only. We found that children, adolescents and adults have similar circulating levels of plasma pro- and mBDNF at rest. For children and adolescents, resting levels of mBDNF correlated with average time spent in vigorous activity. In response to the acute endurance exercise intervention, mBDNF increased in all age groups, but the greatest rise in mBDNF was seen in adults. The acute endurance exercise did not affect proBDNF levels. Our results demonstrate that plasma mBDNF levels, but not proBDNF, increase following endurance exercise in all age groups, with a greater effect in adults. We also show that high-intensity physical activity, but not underlying fitness, is contributing to sustained elevated mBDNF levels. KEY POINTS: We show that in children and adolescents, regular vigorous physical activity is key to increased basal levels of plasma mature brain-derived neurotrophic factor (mBDNF), a factor linked to neuroplasticity and brain health. The ability to elevate mBDNF through exercise is present across all age groups, with the greatest increase in adults. The mBDNF response to physical exercise seems to be independent of underlying physical fitness. Our findings suggest that basal plasma mBDNF levels may reflect the cumulative effects of repeated exercise rather than an individual's overall physical fitness.

BACKGROUND: Physical activity guidelines recommend accumulating moderate-to-vigorous physical activity but interpreting and monitoring these recommendations remains challenging. Although step-based metrics from wearable devices offer a simpler approach, their relationship with health outcomes requires validation against established accelerometer measurements.

OBJECTIVES: To evaluate how effectively step-based metrics capture health-related information from accelerometer data and determine optimal step cadence and intensity thresholds associated with cardiometabolic health in middle-aged adults.

METHODS: Cross-sectional data from 4172 participants (aged 50-64 years) in the Swedish CArdioPulmonary bioImage Study (SCAPIS) were analyzed. Physical activity was measured using ActiGraph accelerometers, collecting both step metrics (daily steps and cadence) and full accelerometer data. Both cardiorespiratory fitness, estimated using a submaximal cycle ergometer test, and cardiometabolic health, assessed using a composite score of waist circumference, blood pressure, lipids, and glycated hemoglobin (HbA1c), were considered outcomes. Associations between physical activity and outcomes were examined using linear regression and partial least squares analysis.

RESULTS: Step counting metrics retained 88% of the health-related information from full accelerometer data. The optimal accelerometer intensity associated with cardiometabolic health was around four metabolic equivalents of tasks (METs). A step cadence of 80 steps/min, rather than the commonly used 100 steps/min, appeared more relevant for capturing moderate-intensity activity. Combining step and accelerometer data provided additional explanatory power for cardiometabolic health.

CONCLUSION: Step data capture most of the health-related information from accelerometer-measured physical activity in middle-aged adults. These findings support the use of step-based metrics for assessing and promoting physical activity while suggesting a need for recalibration of intensity thresholds in free-living conditions.

There is a lack of scoping reviews on friluftsliv in higher education in Norway. The aim of this paper is to contribute with such a review and to discuss research about friluftsliv from educational and historical perspectives. Our research questions are: What characterizes research on friluftsliv in higher education in Norway? How is contemporary research on friluftsliv related to educational ideals, and to theory about the function of education? 37 publications were included in the study, none of these were published before 2008. The results show that most publications applied a qualitative methodology. Through an abductive approach to qualitative content analysis, we constructed the following research themes in our study: (1) student learning, (2) leadership and personal growth, (3) conceptions of nature and sustainability, and (4) critique of neoliberalism. We found that original ideas about ecophilosophy and eco-education are poorly elucidated, and that little research has been done on topics related to diversity and inclusion in friluftsliv in higher education. The results of the study are discussed in relation to educational ideals in friluftsliv studies, as well as to theory about the functions of education

Background: There is growing awareness that back pain in adolescent soccer (European football) players is not always related to local tissue damage. Approaches taking into consideration lifestyle factors are needed. This study aimed to investigate the association between psychological distress, skipped meals, and insufficient sleep, and the occurrence of back pain among adolescent female soccer players.

Hypothesis: Psychological distress, skipped meals, and insufficient sleep are associated with the occurrence of back pain.

Study Design: Cohort study.

Level of Evidence: Level 3.

Methods: Swedish adolescent female soccer players aged 12 to 17 years, without back pain at baseline, were included. The exposures psychological distress, skipped meals, and insufficient sleep were assessed at baseline. The players were followed for 1 year with a weekly web-based survey, where back pain intensity was measured on a numeric rating scale (NRS) ranging from 0 to 10. The outcome back pain was defined as reporting low back pain and/or upper back/neck pain intensity of >= 4 on the NRS. Multivariable Cox proportional hazard regression analyses were performed to estimate the hazard rate ratio (HRR) with 95% CI for the association between each exposure and the outcome back pain, adjusted for age at baseline and parents' education.

Results: In total, 351 players were included, and 141 players reported back pain at some point during the 1-year follow-up. The adjusted HRR for back pain was 1.79 (95% CI, 1.11-2.91) for insufficient sleep, 1.45 (95% CI, 0.97-2.17) for psychological distress, and 0.98 (95% CI, 0.61-1.59) for skipped meals.

Conclusion: Insufficient sleep and psychological distress are associated with the occurrence of back pain among female adolescent soccer players.

Clinical Relevance: Our results contribute to the understanding of what may influence the occurrence of back pain in adolescence, offering potential strategies for the prevention of back pain in adolescent female soccer players.

Kapitlet har tillkommit inom ramen för ett forskningsprojekt som finansierats genom medel från fysikern Ragnar Holms stiftelse. Sedan tidigare finns en forskningsartikel av Isak Lidström, ”Modern skis in a nostalgic landscapes: The technological development of Swedish cross-country skiing, 1892–1932”, Scandinavian journal of history (2025). Kapitlet här bygger i stora delar på artikeln men texten är avsevärt bearbetad och utvidgad i samarbete mellan Isak Lidström och Sverker Sörlin.

INTRODUCTION: School contexts are addressed as important for encouraging adolescents' physically active lives, where whole-school approaches have emerged as globally recognized strategies. Recent research emphasizes the need to further understand the contexts relating to physical activity (PA) and strategies to enhance students' and staff's agency in relation to PA opportunities. In the current study, we explore early adolescent students' daily PA from an ecological perspective, examining the negotiated opportunities and barriers to PA within differing school contexts and how individual agency is expressed in relation to PA.

METHODS: This ethnographic collective case study was conducted in four Swedish middle schools that varied in size, resource denseness, and whether they were independent or public providers. The main empirical material was collected through ∼720 h of fieldwork during a school year, along with 86 interviews involving 50 students and 52 staff members. A comparative reflexive thematic analytical approach was used.

RESULTS AND DISCUSSION: The transition between educational stages brought changes that influenced students and staff's agency related to PA. Against this backdrop, the analytical findings were organized into four themes. Students' PA was negotiated against the logic associated with being a "good" middle school student and teacher. Realizing daily PA also stood in relation to an anything-is-possible spirit, which was pitted against the lack of an organizational structure and high hopes for PA outcomes-creating a tension between vision and practicality, where student voices were overlooked. While all four schools claimed a commitment to providing PA opportunities for all, students negotiated their agency based on gender, age, social status, and previous experiences with traditional sports, which dominated recess activities. Students' PA during and after school was closely interconnected, especially expressed in physical education and health classes. This connection often benefited already active students in resource-rich environments while marginalizing those who were less active, further creating an uneven playing field regarding PA opportunities. Various schools shared challenges connected to students' daily PA, but challenges differed between and within schools. Future school policies, practices, and research should aim at addressing cultural, structural, and material dimensions focusing on sustainability, equity, and pedagogical issues, enabling young people to develop autonomy and ability to shape their PA experiences in ways that are meaningful to them.

BACKGROUND: Exercising with low muscle glycogen content can improve training adaptation, but the mechanisms underlying the muscular adaptation are still largely unknown. In this study, we measured substrate utilization and cell signaling in different muscle fiber types during exercise and investigated a possible link between these variables.

METHODS: Five subjects performed a single leg cycling exercise in the evening (day 1) with the purpose of reducing glycogen stores. The following morning (day 2), they performed two-legged cycling at ∼70% of VO_2peak for 1 h. Muscle biopsies were taken from both legs pre- and post-exercise for enzymatic analyses of glycogen, metabolite concentrations using LC-MS/MS-based quantification, and protein signaling using Western blot in pools of type I or type II fibers.

RESULTS: Glycogen content was 60-65% lower for both fiber types (P < 0.01) in the leg that exercised on day 1 (low leg) compared to the other leg with normal level of glycogen (normal leg) before the cycling exercise on day 2. Glycogen utilization during exercise was significantly less in both fiber types in the low compared to the normal leg (P < 0.05). In the low leg, there was a 14- and 6-fold increase in long-chain fatty acids conjugated to carnitine in type I and type II fibers, respectively, post-exercise. This increase was 3-4 times larger than in the normal leg (P < 0.05). Post-exercise, mTOR^Ser2448 phosphorylation was increased in both fiber types in the normal leg (P < 0.05) but remained unchanged in both fiber types in the low leg together with an increase in eEF2^Thr56 phosphorylation in type I fibers (P < 0.01). Exercise induced a reduction in the autophagy marker LC3B-II in both fiber types and legs, but the post-exercise level was higher in both fiber types in the low leg (P < 0.05). Accordingly, the LC3B-II/I ratio decreased only in the normal leg (75% for type I and 87% for type II, P < 0.01).

CONCLUSIONS: Starting an endurance exercise session with low glycogen availability leads to profound changes in substrate utilization in both type I and type II fibers. This may reduce the mTORC1 signaling response, primarily in type I muscle fibers, and attenuate the normally observed reduction in autophagy.

The purpose of the present study has been to compare the elementary school curricula in Lpo 94, Lgr 11, and Lgr 22 regarding objectives, content, and time allocation for the subject of Physical Education, in connection with these curricula.

The study has been based on a qualitative research approach to create a more in-depth and detailed analysis. Furthermore, a comparative design has been applied. This has enabled a comparison of the curricula in Physical Education from Lpo 94, Lgr 11, and Lgr 22.

Lpo 94 marked a paradigm shift, moving away from micro-management. Since 1994, this study shows continuity in the development of the curricula. Although the curriculum in Lpo 94 has a different approach and structure, it shows, upon analysis of its components, great similarities with the subsequent curricula in Lgr 11 and Lgr 22. The latter curricula are thus further developments of the Lpo 94 curriculum but with greater specificity and clarity regarding objectives and content. The question at the beginning of this study, whether the subject of Physical Education has been in flux, can consequently be answered with no.

A common objective in the three curricula is that the subject should arouse a desire and interest in lifelong physical activity. This has been a goal in all curricula since 1842. Common to the three curricula is also that students should be offered many kinds of activities. Furthermore, consideration should be given to students' different prerequisites. Moreover, functional goals dominate in all three curricula. The subject is not an end in itself. A fundamental difference between the curriculum in Lpo 94 and the curricula in Lgr 11 and Lgr 22 is that the latter implicitly emphasize the student's own responsibility for their learning. Another difference in Lgr 11 and Lgr 22 compared to Lpo 94 is the clear progression in the content of the teaching. Lpo 94 left significant room and responsibility for the teacher to shape the teaching. The content of the curriculum for Lgr 11 and Lgr 22 is mandatory. Lgr 11 and Lgr 22 can be seen as further developments and a clarification of Lpo 94. The latter exhibits minor shifts in emphasis and clarifications, but essentially, it is about continuity without major changes. The initial question of this thesis, whether the subject has changed over the past 30 years, can therefore be answered with a no. The time allocation for the subject has increased since 1994 and today stands at 600 hours of guaranteed teaching time distributed over the three stages of elementary school.

BACKGROUND: Unhealthy lifestyle behaviours, including unhealthy alcohol consumption, physical inactivity, smoking, and nonadherence to dietary recommendations, are major contributors to non-communicable diseases and mortality. While adopting healthy behaviours can reduce these risks in middle-aged adults, research is limited. Therefore, the aim of this study was to assess the distribution of unhealthy lifestyle behaviours in middle-aged adults and their associations with socioeconomic factors, social support, and history of disease.

METHOD: This was a cross-sectional study of the Swedish CArdioPulmonary bioImage Study (SCAPIS) cohort (2013-2018) at six Swedish university hospitals. Multilevel regression models were estimated using Bayesian inference with priors shrinking covariate estimates towards the null.

RESULTS: In total, 59 909 participants, aged 50-64 years old were invited to SCAPIS, of which 30 154 (50.3%) decided to participate. The mean age of participants was 58 (SD = 4) years old, and 51% were women (n = 15 508). Men had higher unhealthy alcohol consumption and were less adherent to dietary recommendations compared to women. Older participants were more physically inactive compared to younger participants. Low education and financial difficulties were associated with smoking, physical inactivity, and poor diet adherence. Financial difficulties were also associated with unhealthy alcohol consumption. Having more people to turn to in difficulties was associated with lower alcohol consumption. Lack of appreciation and comfort support was associated with smoking and poor diet adherence. Diabetes was associated with lower alcohol consumption. Diabetes and lung diseases were associated with smoking and inactivity.

CONCLUSIONS: Middle-aged adults with lower socioeconomic status, less quality social support, and a history of disease were more likely to engage in unhealthy behaviours. This study helps to identify groups of middle-aged adults who may require additional attention when it comes to prioritizing the development of preventive measures.

Studien försöker att på olika sätt förstå vad det är som skapar det fenomen som anges i rubriken. 

Syfte och frågeställningar

Studiens syfte var att undersöka lärares definition av begreppen delaktighet/icke-delaktighet och hur de utifrån denna definition arbetar med elevers icke-delaktighet i undervisningen. Frågeställningarna som studien skulle besvara var följande:- Hur beskriver idrottslärare begreppen delaktighet och icke-delaktighet?- Hur arbetar idrottslärare och vilka strategier används för att få icke-delaktiga elever att bli mer delaktiga i ämnet idrott och hälsa?

Metod

Studien genomfördes utifrån en kvalitativ ansats och genom intervjuer med sju idrottslärare. En semistrukturerad intervjuguide låg till grund för intervjuerna. Studiens teoretiska utgångspunkt var delaktighetsmodellen (Szönyi och Söderqvist Dunkers, 2018). All insamlad data analyserades med kvalitativ innehållsanalys (Graneheim & Lundman,2012, s.187). Intervjuerna spelades in och transkriberades.

Resultat

Resultatet visade att lärarnas definition av begreppet delaktighet i ämnet idrott och hälsa varierade. Enligt vissa lärare är delaktighet när eleven är fullt delaktig i aktiviteterna, medan andra lärare har en mer flexibel syn på begreppet, att det handlar om att eleven ärmed och är delaktig utifrån sina egna förutsättningar. Några lärare menade att det finns enskala från icke-delaktighet till full delaktighet. “Icke-delaktighet” ansågs vara när eleven inte är med på aktiviteterna. “Passiv deltagare” ansågs vara när en elev är närvarande iaktiviteterna men inte aktiv. En “aktiv deltagare” är med i aktiviteterna och är engagerad. Resultatet visade också att lärarna använde olika strategier för att få eleverna delaktiga i undervisningen. Detta görs genom anpassning av undervisning, samarbete och att skapa trygghet. Lärarna försökte arbeta mycket med individanpassning, att skapa goda relationer och kommunikation, speciellt med eleverna men även med vårdnadshavare och kollegor. De arbetade även med att skapa ett tryggt klimat. Det framgick också att lärarna hade olika synsätt på ombyte vilket kan resultera i delaktighet eller icke-delaktighet.

Slutsats

Slutsatsen som dras är att lärarnas synsätt på begreppet delaktighet varierar men att de ser på begreppet icke-delaktighet ungefär liknande. Lärarna använder olika strategier för att få eleverna delaktiga. Detta görs genom anpassning av undervisning, samarbete och att skapa trygghet.  

High-performance coaches face complex challenges within their profession, which affect both their performance and their wellbeing. Through a qualitative study design, we aimed to understand how serial-winning high-performance coaches perceive self-compassion practice. Nine Scandinavian participants from various sports (female = 1, male = 8) explored self-compassion through psychoeducation and 1 week of practice followed by interviews. The data were analyzed using reflexive thematic analysis. The three themes are represented via a creative nonfiction story: "We have no fear of self-compassion"; "Realizing why I should be a more compassionate friend to myself, it gives me a performance edge"; and "You have to take the armor off, and that is sometimes hard." This study offers novel insights from serial-winning high-performance coaches-a typically hard-to-reach sample. The findings show how self-compassion was perceived as beneficial based on participants' prolonged experience navigating challenges, and how self-compassion may contribute to psychologically safe high-performance environments.

Purpose A status quo situation has occurred among actors, policymakers, producers, retailers and consumers where no one takes the lead on the antimicrobial resistance (AMR) fight. Common theoretical approaches to behaviour including awareness, understanding and use are insufficient in the AMR context. In this paper, the authors suggest the application of accountability literature to fully understand the status quo situation with AMR.

Design/methodology/approach AMR in food has become an alarming problem in the past decade and is an increasing threat to global health. The knowledge about AMR often comes from a medical context where the perspective is completely different. Therefore, it is difficult for consumers to apply this to a grocery store context purchasing food.

Findings This paper uses the concept of accountability and the significant other within the accountability field and discusses how this could help overcome the non-action state of mind of consumers and other actors.

Practical implications Enhanced accountability could significantly improve One-Health solutions for combating AMR. By fostering a culture of shared responsibility and transparent communication among stakeholders, the silo effect may be mitigated, promoting collaborative efforts. Accountability mechanisms should ensure that roles and responsibilities are clearly defined and communicated across sectors, such as health care, agriculture and policymaking. Educational initiatives can increase AMR awareness, enabling stakeholders to make informed decisions. Integrating perspectives from various domains will facilitate the development of holistic strategies, thus improving the overall effectiveness of efforts to address AMR and ensuring a sustainable approach to public health.

Social implications Enhanced accountability in AMR management can lead to significant social benefits. By promoting transparency and collective responsibility, communities can foster greater trust and cooperation among various stakeholders, including health-care providers, policymakers and consumers. Increased awareness of AMR can empower individuals to make informed decisions, thereby promoting public health and safety. Socially, this could lead to more sustainable practices in antibiotic use and a reduction in the spread of resistant infections. In addition, fostering a culture of accountability ensures that efforts to combat AMR are more inclusive, equitable and effective, ultimately benefiting society as a whole.

Originality/value The proposal to create strategies according to a basis of accountability can be applied at all levels of the AMR problem and for all actors. This therefore provides important knowledge about how AMR can be approached in a more long-term way where initiatives to prevent the spread of AMR do not take place in parallel or become difficult to access.

Purpose and Research Questions  

The study aims to provide a foundation for future educational plans for outdoor life in school curricula by identifying generational differences in attitudes, barriers, and motivational factors for participation in outdoor activities.  

•       Do younger and older generations differ in their attitudes toward outdoor life?  

•       What factors motivate the different generations to participate in outdoor activities?  

•       What factors hinder the different generations from participating in outdoor activities?  

•       How has school education in outdoor life shaped different generations' attitudes toward outdoor activities?  

•       How have digitalization and the use of digital tools affected different generations' relationship with outdoor life and their likelihood to participate in outdoor activities?  

•       Which factor has been most significant in introducing outdoor life to different generations?  

Methodology  

The study employs a quantitative method based on web surveys created in Sunet Survey to analyze data from multiple questionnaire items comparing generational experiences and attitudes. The web survey included 25 questions. The survey questions were divided into six themes related to the research questions and were summarized with average scores for each theme as well as separate scores. The response rate for the web survey was 234 participants, of which 112 were from the younger generation (born 1997–2008) and 122 from the older generation (born 1948–1996). To investigate generational differences, Mann-Whitney U, a non-parametric test, and Chi-square tests were used as statistical methods. The results are presented in figures and tables based on a significance level of 0.05, with averages (SA), medians (Q1–Q3) for Mann-Whitney U, and percentages for Chi-square tests.  

Results  

The results show no significant generational difference in how school education in outdoor life has influenced participants' overall perspective on outdoor activities (p=0.102). However, a significant difference was identified in whether the school taught practical skills for organizing outdoor activities (p=0.032). A significant difference was also observed in the factors hindering participation in outdoor activities, where the younger generation more often reported a lack of knowledge (p=0.003) and a lack of interest (p=<0.001) compared to the older generation (p=0.008).  

A significant difference was also found in the attitudes of the generations toward outdoor life (p=0.001), with the older generation generally showing a more positive outlook and higher activity levels than the younger generation. Regarding motivational factors for participation, the older generation often participated for mental health benefits (p=<0.001) and to experience nature (p=0.046). In terms of digitalization’s impact on outdoor life, the results showed some generational differences. Digitalization’s effect on the time spent outdoors was significant (p=0.005).  

Conclusions 

The study identifies significant differences between two generations' attitudes towards outdoor life, where the older generation mainly values nature experiences and mental health, while the younger generation to a greater extent has more focus on physical health. The study shows significant results that the younger generation had a lack of knowledge and interest in outdoor life. The family turns out to be the biggest factor in the introduction of outdoor life, while the school's impact turns out to be limited. In order to reduce the generation gaps, it is proposed to modernise outdoor education in schools that can better integrate the interests of the younger generation.

Competition is a common feature of physical education in schools and can both motivate and exclude students depending on how it is structured and implemented. This study examines how physical education teachers reason about competitive elements in the subject of physical education and health, with a focus on their impact on inclusion and exclusion. The study is based on qualitative semi-structured interviews with eight physical education teachers from the Stockholm area and analyzes their perspectives through thematic analysis.

The results show that competitive elements can promote inclusion when well-structured, for example, by emphasizing cooperation and individual progress rather than solely focusing on performance. Teachers use various strategies to adapt competition, such as modifying rules, creating team-based exercises, and focusing on students’ personal development. At the same time, risks of exclusion are identified, where some students avoid physical education due to negative experiences with competition. Teachers address this by modifying competitive formats or, in some cases, avoiding competition altogether.

The study highlights the dual nature of competition and the need for a reflective and pedagogically sound implementation to maximize its positive effects while minimizing the risk of exclusion. The findings contribute to a greater understanding of the role of competition in school sports and provide practical insights into how teachers can work to create a more inclusive physical education environment.

Den här studien undersöker hur lärare ser på digitaliseringen av skolan och hur det påverkar elevernas skolprestationer och engagemang i skolarbetet. Syftet är att förstå hur lärare upplever att digitala verkytg påverkas undervisningen och lärandet. Genom intervjuer med grundskolelärare i årkurserna 1-9, som arbetar på en skola med använding av digitala verktyg, undersöks både fördelar och utmaningar med dessa verktyg. Resultaten visar att lärarna generellt sätt har en positiv syn på digitaliseringen. De upplever att digitala verktyg såsom datorer eller ipads gör undervisningen mer effektiv och att eleverna blir mer engagerande i sitt arbete. Lärarna kan enklare följa elevernas framsteg och ge individuell hjäll, eftersom allt arbete samlas på digitala plattformer. De ser också att den nya tekniken fungerar bättre än den tidigare, vilket underlättar lärandet. Det är dock viktigt att hitta en bra balans mellan digitala verkytg och traditionella metoder, som att skriva med papper och penna. Lärarna nämner att elever fortfarande behöver utveckla sina finmotoriska färdigheter, vilket kan gå förlorat om man förlitar sig för mycket på digitala verktyg. Ett problem som nämns är att digitala verktyg ibland används som belöning istället för som hjälpmedel för lärande. Detta kan göra att elever fokuserar mer på att bli klara snabbt för att få använda en ipad eller dator, vilket alltid inte är bra för deras inlärning. Sammanfattningsvis visar resultaten att digitalisering har många fördelar för både elever och lärare men det är väldigt viktigt att använda digitala verktyg på rätt sätt. För att digitaliseringen ska vara effektiv behöver lärare använda verktygen på rätt sätt, så att verktygen stödjer elevernas utveckling. Det är också viktigt att inte glömma bort tradionella metoder för att ge en mer balanserad och utvecklad inlärning och utbildning. 

Studien står för en ovanligt bred jämförande studie av olika aspekter av den neuro-muskulära funktionen hos otränade och olika tränade manliga och kvinnliga individer.

Foldern är ett uttryck för ambitionen hos Svenska Skidförbundets bredd- och motionskommitté att ge råd till allmänheten hur man genom barmarksträning kan förbereda sig fysiskt för längd- och utförsåkningens samt skidoribeterings fysiska krav. Därutöver ges allmänna kostråd.  

This study contributes to knowledge on how health as educational content is construed in the new Physical Education Teacher Education (PETE) in Norway. Moving between Fairclough’s three-dimensional model of text, discursive and social practice, we describe, interpret and explain discourses of health. In our analytical approach, we use intertextuality as a tool to explore how health is construed by being redefined and reconsidered from national policy to the newly formulated PETE study plans in Norway. Our findings describe a struggle for health playing out in the content of PETE through seven discourses, figuring through various exertions of power. Interpreting the struggle, we reveal a productive power figuring within discourse leading to the creation and the change of health. Finally, in explaining the struggle, we see traces of a democratic power figuring behind discourse, producing PETE professionals as autonomous actors in the policy implementation process in PETE in Norway.

Som en av de mest imponerande erfarenheterna från svenska militära experters nyligen företagna studieresa till U. S. A. framhöll general Nordenskiöld vidhemkomsten den roll vetenskapen spelat för flygets utveckling underkriget. Inte minst är utvecklingen märklig inom den s. k. flygmedicinen. Just nu ser denna speciella forskningsgren ut att också här hemma i vårt land gå in i ett mycket fruktbart skede, och i nedanstående uppsats av professorn vid Gymnastiska Centralinstitutet E. Hohwü-Christensen får OFB:s läsare en intressant och högaktuell redogörelse för flygmedicinens utveckling genom tiderna och dess nuvarande ställning.

Räddningsregion Östra Svealand (RRÖS) initierade i januari 2021 ett arbete för att: (i) hitta gemensamma grunder gällande tester och krav i samband med rekrytering, (ii) skapa samsyn kring de årliga fysiska testerna och (iii) skapa riktlinjer för fysträning.<BR><BR>

RRÖS har i samband med detta vänt sig till Gymnastik och idrottshögskolan för att arbeta fram relevanta tester som kan användas för att följa upp och utveckla medarbetarna fysiskt. GIH:s uppdrag har begränsats till delprojektet; fysiska tester. Målet för detta delprojekt var att ta fram tester med hög validitet och reliabilitet för kondition, styrka och rörlighet. Det var också viktigt att testerna kunde användas för utvärdering på individuell nivå samt kunna genomföras på stationerna utan dyr eller avancerad utrustning.

PURPOSE: This study aimed to investigate how pole length, incline, and skiing intensity affect lower back muscle activation in elite cross-country skiers. This addressing a critical gap in understanding the biomechanical demands and risk of low back pain of double poling (DP).

METHOD: Eleven elite cross-country skiers performed skiing trials on a treadmill, varying in incline (flat vs. 6°), intensity (two self-selected speeds, training speed and racing speed), and pole lengths. Muscle activity was measured by surface electromyography on the erector spinae thoracic and lumbar muscles, on the left and right side. A motion capture system was used for kinematic analysis of the lower back-pole moment arm and the hip angle during the DP cycle.

RESULTS: Compared to men, female skiers had a significantly higher (p < 0.001), overall muscle activation for the m. erector spinae lumbar on both the left and right side (26% of MVC vs. 15% of MVC, and 28% of MVC vs. 22% of MVC, for the left and right side, respectively). No correlations were found, neither between muscle activation to the lower back-pole moment arm, or to the hip angle.

CONCLUSION: The findings suggest that female skiers experience significantly higher lumbar erector spinae activation during DP, potentially indicating greater susceptibility to back-related issues. The results also highlight the need to tailor training and right adapted equipment to mitigate lower back stress, especially in flat terrain high-intensity conditions. The asymmetrical muscle activity and gender differences underscores the need for further investigation into biomechanical factors influencing back muscle engagement in cross-country skiing.

OBJECTIVES: An emerging body of research reveals a heightened risk of gambling problems among elite athletes, particularly among males, but these studies often suffer from small sample sizes and lack diverse representation across sports and groups. This study aimed to investigate gambling problems and their correlates among elite male and female ice hockey players in Sweden's top leagues.

METHODS: During the labor union's on-site visits to Swedish ice hockey clubs in the top two tiers for males and the top tier for females, a web-based survey was conducted. Players were screened for gambling problems using the Problem Gambling Severity Index, and for depression, anxiety, and hazardous drinking using other standardized instruments. Estimated study participation was 75-80%.

RESULTS: Among male athletes, 12% met the criteria for moderate-risk or problem gambling, while none of the females met this threshold. Approximately 24% of male and 2% of female participants reported any degree of at-risk gambling. In males, gambling problems were strongly associated with depressive and anxiety symptoms and with hazardous alcohol consumption.

CONCLUSION: Gambling problems are 3-4 times more prevalent among elite male ice hockey players compared to young men in the general population. The authors discuss the associated mental health consequences, vulnerability to match-fixing-related fraud, and the need for preventive measures and easy access to treatment.

The purpose of the study is to investigate Swedish physical education teachers' use of Youtube in teaching. The research questions are: 1) How do physical education teachers use Youtube in their teaching? 2) What challenges do physical education teachers face when using Youtube, and what do they consider to be its advantages and disadvantages? 3) How do physical education teachers view the future use of Youtube in teaching? Method: The study employed a qualitative approach using semi-structured interviews as the method. The sample consisted of five physical education teachers, selected through purposive sampling, targeting teachers who use Youtube in their teaching. Four of the five interviews were conducted at the teachers' workplaces, and one interview was conducted via Zoom. The interview material was analyzed using thematic analysis guided by Clarke and Braun’s six-step model. Dual coding theory was used as the theoretical framework to analyze the results and informed parts of the interview design. Results: Youtube is frequently used by physical education teachers to provide students with visual support in various activities such as dance, outdoor education, and gymnastics. It serves as a complement to the teachers’ instruction, fostering a deeper and broader understanding. However, it requires active effort from teachers to find suitable materials, as Youtube is a vast platform with content that is not always appropriate for a school setting. Teachers expressed a desire to use Youtube more extensively in the future, but this would require schools to provide the necessary equipment to enable the use of digital tools in sport halls. Conclusion: Youtube is an accessible platform offering a wide range of visual materials that can be used to create a more stimulating and engaging learning environment. By combining visual and verbal instructions, teaching can be tailored to various learning styles, enhancing both engagement and learning outcomes. Integrating traditional and digital methods makes teaching more dynamic and individualized, improving quality and student learning results. Since not all content on Youtube is suitable for school environments, teachers must carefully evaluate materials to ensure they are accurate, pedagogical, and relevant for students. Practical barriers, such as a lack of technical equipment, hinder the use of Youtube in physical education. To successfully integrate digital tools like Youtube, teachers need the appropriate resources and support.

Objectives

Is physical exercise beneficial or can it have adverse effects for patients with stress-induced exhaustion disorder? Previous studies confirm exercise benefits in various mental disorders but its impact on exhaustion disorder - a clinical condition resulting from chronic psychosocial stress - requires further exploration to enhance intervention strategies.

This study aims to evaluate the immediate effects of acute exercise on mental health variables fatigue, energy, anxiety, stress, perceived exertion, and psychological discomfort, and compare these effects in patients with exhaustion disorder to healthy controls across two exercise intensities.

Methods

To determine the acute exercise effects, we conducted an experimental trial with patients with exhaustion disorder (n = 30) and healthy control participants (n = 30). At two different occasions they performed 22-minute sessions of cycling at either low or moderate intensity. We assessed the mental health variables before, during, and after exercise.

Results

Acute exercise significantly reduced fatigue, anxiety, and stress while increasing energy in patients immediately after exercising, with sustained benefits thirty minutes later except for energy. The patients reported higher levels of exertion and discomfort than controls throughout the exercise. There were intensity effects in energy and exertion, with moderate intensity inducing higher levels.

Conclusions

Short bouts of exercise can have immediate beneficial mental health effects for patients with exhaustion disorder, regardless of intensity. They experience more exertion and discomfort during exercise, suggesting they face more challenges in physical activities. Further research should aim to optimize protocols and manage barriers to enhance the feasibility of long-term exercise interventions.

The study aimed to identify a small set of fitness tests that could effectively predict performance in simulated firefighting tasks. Thirty-six (25 male and 11 female) firefighters participated in the study. Strength was evaluated with grip strength, barbell bench rows, and elevated trap bar deadlifts. Work capacity was assessed using a 3-minute pyramid test, executed with and without firefighting equipment. Firefighting performance was evaluated using a simulated work task course comprising stair climbing, hose pull, victim rescue, and equipment carry. We used backward linear regressions to derive models incorporating fitness test results, demographic variables, and oxygen uptake measures as predictors. Statistical significance was set to p < 0.05. The pyramid test without equipment accounted for 59% of the variance in task performance. When body mass and height were included, the model's predictive power increased to 71%. A final model, integrating the pyramid test, body mass, and absolute maximal oxygen uptake capacity (V̇o2max), explained 81% of performance variation. Our findings indicate that V̇o2max is the key factor in firefighter task performance, explaining 69% of the variance. The pyramid test, which estimates V̇o2max and predicted 59% of performance, is simple, time efficient, and can be conducted at stations to assess physical ability and work capacity. Incorporating the pyramid test into regular assessments can help firefighters focus on improving their work capacity, which is essential for achieving better performance.

Studien syfte är att få en djupare förståelse för elevers motivation kopplat till ämnet idrott och hälsa. Studien vill dels undersöka vilka moment i idrott och hälsa som eleverna känner en hög respektive låg motivation till för att delta i, samt vilka andra faktorer som påverkar deltagandet.

Utifrån syftet så har nedanstående frågeställningar formulerats:

• Hur uppfattar gymnasieelever sin motivation till de olika praktiska momenten inom idrott och hälsa? (bollspel, orientering/friluftsliv, dans, redskapsgymnastik och simning).  
• Vilka specifika känslor, såsom glädje, ångest, stolthet eller rädsla, upplever gymnasieelever i samband med idrottslektioner och hur påverkar dessa känslor deras deltagande och motivation i ämnet idrott och hälsa?  
• Hur upplever gymnasieelever att deras idrottsbakgrund spelar in i sitt deltagande och motivation inom idrott och hälsa?  

Studien har genomförts utifrån en kvalitativ forskningsmetod med semi-strukturerade intervjuer som transkriberats och tematiserats. Respondenterna är sex gymnasieelever från Stockholmsområdet, varav två går i årskurs tre och fyra i årskurs ett. Urvalet är baserat på bekvämlighet.  

Resultatet visar att bollspel var det moment utav bollspel, orientering, friluftsliv, dans, redskapsgymnastik och simning som respondenterna fann mest roligt oavsett kön. Anledningen till att bollspel ansågs vara roligast beror på känslan av samhörighet, trygghet men även tidigare erfarenheter inom momentet. Det moment som var minst uppskattat var friluftsliv/orientering och redskapsgymnastik. Detta beror på utsatthet samt låg självkänsla, men även känslan av bristande ämneskunskaper hos läraren och bristande möjligheter till undervisning.  

Motivation till ämnet idrott och hälsa styrs av en rad olika faktorer. Vilket moment som bedrivs, vilka förkunskaper och erfarenheter eleven har, lärarens roll och kunskap, miljö och känslan av sammanhang och undervisningsmiljön. Den inre motivation och lärarens roll har utifrån denna studie störst påverkan när det kommer till motivation till aktivt deltagande. 

Scholars have expressed concern about stagnation in physical education research. Specifically, they have claimed that physical education researchers have been investigating the same topics, presenting the same solutions, and at times fail to build on – or in some cases, even acknowledge – existing scientific findings. These are serious assertions that call into question the enterprise of researching in physical education. In this paper, we evaluate the merits of these claims. Through a Bernsteinian reading of four illustrations, the thesis we develop is that physical education has a horizontal knowledge structure. This knowledge structure affects the ways that scholars make scientific contributions, or in other words, how they develop knowledge. Understanding the connection between the knowledge structure and how knowledge is developed draws attention to: (1) the modest ways in which researchers typically make contributions, (2) the routine nature of repetition in research, and (3) the responsibilities researchers have to acknowledge the work of other researchers. We suggest that more generally, a Bernsteinian interpretation of the examples may help researchers acknowledge and accept slow disciplinary development and gain clarity regarding how and in which areas they can contribute in the future.

This article aims to explore the integration of wicked problems into sustainability education, within the context of antimicrobial resistance (AMR) in Zimbabwe. As a complex health challenge, increased microbial resistance disproportionately impacts Southern Africa, including Zimbabwe. Engaging AMR in higher education institutions (HEI) requires a relational One Health approach, which integrates human, animal and environmental health through interdisciplinary collaborations. Using a participatory research workshop method, operationalising case vignettes, this study analysed discussions among participants on AMR education exploring how aspects of Biesta’s educational functions were expressed. Results showcase how holistic education can be developed through interdisciplinary collaborations using real-world cases, offering students broader perspectives and connections. Holistic education can enhance AMR awareness across HEI by including the complexities of wicked problems. This would support students developing key competencies of critical engagement, interdisciplinary collaborations and ethical reasoning, equipping them with expertise as future practitioners to address AMR. The article contributes by highlighting the need for contextual relevant engagements with wicked problems within HEI sustainability education, requiring interdisciplinary collaboration to develop innovative and sustainable solutions to wicked problems. The article’s approach aligns with holistic and post-normal education, expanding educational purposes beyond knowledge acquisition to critical engagement with sustainability challenges such as AMR.

Introduction: There is an association between physical activity and both health and academic performance. However, there is still a lack of consensus on how to engage adolescents in physical activity interventions in secondary schools. One approach to better understand the activities and strategies supporting effective implementation is to involve school staff and adolescents in the early stages of planning and preparing for interventions. Therefore, the aim of this study is to explore how multiple stakeholders, including school staff, students, and experts, perceive the barriers and facilitators for implementing a school-based intervention that extends the school day with additional physical activity in Sweden.

Material and methods: This inductive explorative qualitative study involved 16 participants. Three focus groups with school staff, including principals (n = 3), teachers (n = 6), and students (n = 4), and three interviews with experts were conducted. The planned intervention and its components were presented to the participants in the focus group and interviews to discuss them based on their previous experiences and thoughts of implementing physical activities or health promotion programmes in their schools or with adolescents. Data were analysed using qualitative content analysis.

Results: Three categories emerged: (1) “types of activities offered”, highlighting the importance of designing activities that are fun, inclusive and unusual; (2) “integration of the activities into school curriculum” to promote sustainability of the intervention and incorporate physical activity throughout the school day and across school subjects, and (3) “Management support and funding” referring to the funded time and facilities that teachers leading the activities need to facilitate implementation.

Conclusions: Before implementing extra physical activity in a school setting, it is important to understand what activities enhance students' motivation and the type of support teachers need from the school principal and administration. This includes funding for teachers' time, appropriate scheduling of the activities, and access to facilities.

The aim of the study was to examine physiological and cardiometabolic effects of 12 weeks of walking football (played 2 x 20 min) in physically inactive older adults. Thirty-three volunteers completed the study (men n = 11, women n = 22) were enrolled with a mean age of 74.0 +/- 5.7 years. Baseline tests included blood pressure, waist circumference, body composition, blood samples, balance, estimated VO2max, mobility, grip strength and vertical jump height. Grip strength was significantly higher at the posttest (32.7 +/- 7.8 kg vs. 30.7 +/- 7.7 kg (p < .005)), and the walking/turning speed was faster making the time to complete the Timed Up and Go test significant shorter at the posttest (6.07 +/- 1.0 s vs. 6.87 +/- 1.0 s (p < .001)). Waist circumference was lower at the posttest (91.8 +/- 13.3 cm vs. 93.9 +/- 13.9 cm (p < .001)). HDL-cholesterol was significantly higher at posttest (2.19 +/- 1.36 mmol/L vs. 1.98 +/- 0.89 mmol/L (p < .005)). HbA1c significantly decreased posttest (39 +/- 1.2 mmol/mol vs. 38 +/- 5.8 mmol/mol (p < .028)). Walking football for older adults is associated with positive changes in cardiometabolic and physiological variables.

AIM: Investigate the longitudinal relationship between physical activity, organised physical activity, fitness, screen time and academic performance among Swedish adolescents.

METHODS: Data from 1139 adolescents at age 13, included vigorous physical activity (accelerometry), fitness (submaximal ergometer test), screen time and organised physical activity participation (self-reported) and academic performance (math and Swedish grades at ages 13 and 16 from registry). Academic performance at age 16 was categorised as A-D (higher grades or pass) or E, F (fail or at-risk of failing). Multilevel logistic regression models were used to examine the relationships while adjusting for gender, parental education, parental country of birth and academic performance at age 13.

RESULTS: Higher fitness at age 13 was associated with increased odds of receiving A-D at age 16 (OR: 1.04 per mL, 99% CI 1.00, 1.07, p = 0.003). High screen time during weekdays was associated with reduced odds (OR: 0.40, 99% CI 0.20, 0.81, p = 0.001) compared to low screen time.

CONCLUSION: Academic performance at the end of compulsory school (age 16) was related to fitness and screen time 3 years earlier. These findings create a paradigm for future randomised controlled trials to explore how influencing these factors might affect academic performance.

BACKGROUND: The interest in elite athletes' mental health has increased over the past decade. However, there is still a paucity in the literature concerning elite Para athletes' mental health and its association with injuries and illnesses affecting athletes' participation in sports.

OBJECTIVE: To assess the weekly prevalence of mental distress and its association with injury, illness, sleep duration, hours of participation in sports and perceived exertion over a 44-week period in a cohort of Swedish elite Para athletes. A secondary aim was to describe the period prevalence of mental distress.

METHODS: This was a prospective longitudinal study including 59 Swedish elite Para athletes with physical, visual and intellectual impairments. Each week athletes reported mental distress according to 'The four-item Patient Health Questionnaire for Anxiety and Depression' (PHQ-4), sleep duration, hours of sports participation, perceived exertion as well as any new injury or illness. Descriptive statistics and multilevel regression analyses were used to analyse data.

RESULTS: The weekly prevalence was 15% for symptoms of anxiety, and 21% for depressive symptoms. The 44-week period prevalence was 58% for anxiety, and 42% for depressive symptoms. Multilevel logistic regression analyses revealed significant associations between reporting symptoms of mental distress with an ongoing injury, illness, and low sleep duration.

CONCLUSION: Elite Para athletes report a moderate rate of symptoms of anxiety and depression, and there were associations between reporting mental distress and experiencing an injury or illness affecting athletes' participation in sports. The findings highlight the importance of longitudinal mental health monitoring and multidisciplinary support systems targeting those athletes reporting mental distress, injury or illness.

BACKGROUND: Current evidence suggests that even in high-income countries such as Sweden, there are socioeconomic differences in children's participation in physical activity. While family-based programmes appear promising to encourage physical activity, there is a lack of knowledge on how to engage families in such programmes, particularly in socioeconomically disadvantaged areas. The Open Health-Promoting Activities programme was launched to promote physical activity outdoors and health equity for children and their families in these areas. This study aims to explore parents' experiences with the Open Health-Promoting Activities programme in socioeconomically disadvantaged areas, focusing on family engagement in physical activity and perceived changes in family dynamics.

METHODS: A qualitative design with an ethnographic approach was employed. In line with an ethnographic approach, the research team conducted 15 participant observations of the programme sessions on Saturdays during Spring 2022. Field notes were compiled during the observations, which provided contextual information for individual interviews with 12 programme participants. These interviews were conducted after the researchers attended the programme. The participants were adults/parents who participated in the programme with one or more of their children. An inductive reflexive thematic analysis was used to analyse the field notes and interviews.

RESULTS: The analysis identified three main themes: (1) prioritising children's equal engagement in physical activity, (2) helping parents promote children's healthy lifestyles, and (3) improving family dynamics through engagement in physical activity. Each theme captures an aspect of the programme that parents perceived as essential to facilitating their family's engagement in the programme. All the themes are interconnected and form the basis for improving family dynamics.

CONCLUSION: To develop tailored family-based programmes in socioeconomically deprived communities, it is crucial to understand parents' experiences and perceptions of aspects that facilitate their children's engagement in physical activity. The findings suggest that emphasising equal opportunities, a safe space approach and participation are essential for increasing family engagement in physical activity. These elements also supported increasing parents' awareness of their children's need to be active and have fun together.

The study aims to identify stress factors that PE teachers face in their work environment and examine the use of yoga-based practices as a resource to manage and prevent work-related stress. Furthermore, the study aims to identify the factors that support or hinder the use of these practices in the workplace. The following research questions are addressed in the study: What stress factors do PE teachers experience in their work environment? What conditions do PE teachers consider important in order to use yoga-based practices during work hours? What yoga-based practices do PE teachers use to manage work-related stress? How do PE teachers perceive the impact of yoga-based practices on their stress management? 

The study has a qualitative approach with semi-structured interviews as the data collection method. The interviews were conducted in video format on Microsoft Teams. For the analysis of the empirical data, a thematic analysis was performed based on an inductive approach. The sample consisted of five PE teachers and was determined through both a purposive and snowball sampling method. Two theoretical frameworks have been applied in the study as guidance in the discussion: Ramfaktorteorin and Lazarus and Folkman’s theory of coping. 

The results show that the PE teachers experience several stress factors that affect their work environment and health. Among other things, the environment in the sports halls, workload, and varying student groups. The results indicate that there are contextual factors that influence the use of yoga-based practices (YBP) during working hours to manage work-related stress. Both organizational and individual conditions are considered important for the implementation of YBP. The results show that PE teachers use a broad range of YBP, which are often simple and flexible. The PE teachers perceive these practices as a valuable tool, creating a sense of calm and control in an often demanding work environment. 

The conclusion is that YBP constitute a valuable tool for PE teachers to manage work-related stress. Despite positive effects, there are barriers in the form of organizational framework factors. Stress management can be viewed as an individual responsibility, which risks further burdening the teachers. However, PE teachers demonstrate great ability to adapt and implement YBP based on their unique needs. To sustainably support the well-being of PE teachers, a balance is required between individual responsibility and organizational support, where YBP can contribute to sustainable work environments. 

The purpose of the study is to map and investigate what children and young people write about physical education and the entire situation involving changing, showering, and locker rooms, in order to improve the quality and relevance of the education and the situation. This is done through a text analysis of all Kamratposten magazines from 2011 to 2023. With the following research questions:

·      Do children and young people write about physical education, and in what contexts are these writings connected?

·      Do children and young people express opinions about physical education, and if so, which ones?

·      Do children share experiences of physical education, and if so, what are they?

·      Have the descriptions of children and young people regarding contexts, opinions, and experiences changed over time?

After re-reading the selected material, we identified themes that were determined by the material itself. The categories are empirically based: the major themes we identified were showering and changing, and then we saw themes related to puberty (menstruation, penises, breasts, and body hair), sweating, and the environment. Other themes we identified were lessons and grading, as well as equality. We have used Norbert Elias' Civilization Theory.

The results show a great deal of insecurity in the locker room in connection with changing and showing one's body. Puberty, with all its bodily changes, norms, and ideals, has a significant impact on children’s experiences of the whole situation involving physical education. A few children write about the choice of activities as well as grading and requirements. Children and young people write about physical education, particularly in relation to locker rooms and showering, where issues of puberty are central. Opinions about physical education vary between positive and negative. Children share experiences of physical education, where many feel targeted by negative comments about their bodies or for not fitting in. Overall, the feeling of insecurity is pervasive in the experiences. Descriptions and experiences have not significantly changed over time.

Background

Emotional dysregulation (ED) represents a burden for individuals with ADHD. Physical activity (PA) is associated with improvements in emotion regulation, but knowledge is limited regarding its role in ED in the context of ADHD. This study aimed to increase understanding of the association between ADHD and ED and to explore the role of PA. Identifying modifiable risk factors could aid the design of future interventions.

Results

12,094 children (52 % girls) were included. A positive association between ADHD symptoms and ED remained significant after adjusting for mental comorbidities and unmeasured family-shared confounders (β = 0.07, 95% CI 0.02–0.12 in boys; β = 0.09, 95% CI 0.02–0.16 in girls). The association was driven by inattention in boys but combined symptoms in girls. The association remained in all strata of PA. A significant interaction between PA frequency and ADHD symptoms was observed among boys (p = 0.02).

Limitations

Results were based on parent-reported PA; findings might differ with sensor-based measurements.

Conclusion

Higher ADHD symptoms in childhood were associated with greater ED in adolescence in all PA levels. Low PA frequency intensified the association among boys.

Highlights

• Higher ADHD symptoms in childhood are associated with greater ED in adolescence.
• The association is driven by inattention in boys but by combined symptoms in girls.
• Low PA frequency in childhood intensifies the association between ADHD and ED in boys.
• Shared genetics and environmental factors do not account for these associations.

Objectives: The paper explores how students' values and food choices change or adapt depending on the social environment and how students navigate the resulting tensions in food choices and practices when balancing nutrition against social and cultural preferences and sensory experiences.Design: The study analysed students' discussions about food and health to explore how values and knowledges are expressed together within them, and shift these across different social environments.Setting: Community-based study in Zimbabwe in a context many students live in food poverty with long-term implications for physical development and learning.Methods: Through a re-analysis of group interviews with 120 upper secondary/high school students attending six schools in Zimbabwe, we explored how students create meanings around food and health in different social environments.Results: Students' creation of different meanings around food and health depends on the context and the wider social environment. As students discuss food choices and practices within the family, at school and in peer groups, different values and knowledges come to the fore, shifting from responsibility to identity and/or convenience. Importantly, bio-medical, social-cultural and sensory values and knowledges are present in all of students' discussions across these different social environments.Conclusion: The concept of value-mobilities is developed to describe students' ability to navigate tensions between how food and health are understood and valued in different social and cultural settings, and to make food choices and health decisions.

Syfte och frågeställning

Syftet är att undersöka lärares erfarenheter av att undervisa i anpassad grundskola. Fokuset ligger på hur de organiserar sin undervisning för att eleverna ska få möta innehållet på ett så meningsfullt sätt som möjligt. Utifrån syftet har nedanstående frågeställningar formulerats:

1.Vilka didaktiska val gör lärare för att anpassa undervisningen efter elevernas olika behov?

2. Vad upplever lärarna som viktigt i arbetet på anpassad grundskola? 

Metod

En kvalitativ metod användes för den här uppsatsen. Valet var välfunnet då det på ett bra sätt kunde ge oss förståelse och svar angående frågeställningarna. Författarna skickade ut intervjufrågorna till respondenterna två dagar innan avstämd intervju. Idrottslärarna som intervjuades kom från olika anpassade grundskolor från olika delar av Sverige.

Resultat 

Resultatet i denna studie visade att alla sex lärare använder sig utav olika didaktiska knep för att lära ut på den anpassade grundskolan. Majoriteten av lärarna använder sig av bildstöd som ett hjälpmedel i deras undervisning, detta för att lättare nå fram till eleverna med intellektuella funktionsnedsättningar. 

Slutsats

Idrottsundervisningen inom anpassad grundskola ser varierande ut. Tydlig struktur, planering och arbete kring ett multimodalt arbetssätt stärker eleverna och deras delaktighet under lektionerna. En brygga mellan lärare, elevassistent och elev är viktig för att aktivera gruppen.

Samtliga lärare var eniga om att det är en helhetsbild som ska stämma överens för att få en lyckad undervisning, detta genom ett arbete med olika arbetssätt samt att försöka individanpassa undervisningen så mycket som möjligt.

Aim: The purpose of the study is to investigate how Swedish upper secondary school students experience the teaching in Idrott och hälsa 1 (IDH1) with a focus on body ideals and to highlight any differences between students depending on their gender. The study addresses two main questions:

-        How do students in upper secondary school experience that the teaching of body ideals has been touched upon in IDH1?

-        What characterizes the different responses about body ideals from students of different genders?

Method: Employing a mixed method, the authors constructed a web survey for students from different upper secondary schools to answer. All respondents had passed the course IDH1 before answering the web survey. In total, 248 students from five different schools answered the web survey. The gathered quantitative data was analysed in SPSS and presented in tables. The qualitative data from the web surveys open questions were thematically analysed.

Results: The results show that the respondents have a mixed experience regarding how much IDH1 has teached about body ideals. The majority of the respondents who have had teaching about body ideals describe that the teaching has been mostly theoretical. There are also a number of respondents who state that the teaching about body ideals have not occurred at all in IDH1. Furthermore, the results show that the majority of respondents believe that teaching about body ideals is important because it is relevant in today’s society and discussed in social media. It seems like there is one significant difference between girls and boys in the matter of how important they think teaching about body ideals is, but in general there is nothing that states that the answer has a correlation with the gender of the respondent.

Conclusion: Students in Swedish upper secondary school consider, to a large extent, that teaching about body ideals in IDH1 is important. They also say that the teaching is largely theoretical. However, these results cannot be generalized to all upper secondary school students in Sweden since the chosen respondents come from a small, convenient sample. Hopefully, however, this study can contribute to further research on the subject.

Syfte & frågeställning

Syftet med denna studie var att undersöka NIU- elevers upplevelser av hur deras studieprestation påverkades av de inslag av fysiska aktiviteter i utbildningen. Utifrån syftet formulerades två frågeställningar:

1.Hur påverkade de fysiska aktiviteterna i NIU utbildningen elevernas känsla av välbefinnande, engagemang och studieprestation inom de teoretiska ämnena?

2.Hur upplever eleverna den fysiska miljön i utbildningen?

Metod

Undersökningen genomfördes med kvalitativa metoder där semistrukturerade intervjuer tillämpades där respondenterna fick uttrycka sina egna tankar och upplevelser utan att känna sig begränsade (Ejlertsson, G. 2014). Elevernas skolmiljöer observerades under en skoldag, för att vi skulle bekanta oss med deras skolmiljö och därmed inte bara fokusera på eleverna själva. Denna metod valdes eftersom vi ville få en djupare förståelse för elevernas upplevelser och metoden tillät oss att genomföra flexibla intervjuer (David & Patel, 2011).

Resultat

Det framkom olika synvinklar på hur NIU-undervisning påverkade och bidrog till respondenternas upplevda studieprestation, där det i största utsträckning var positiva aspekter som belystes, även om en respondent avvek från detta mönster. Studiemiljöerna belystes på ett gott sätt, och här framkom en tydlighet i att miljöerna bidrog till bättre engagemang och en bättre studieprestation. Observationer av miljön visade även på att miljöerna eleverna vistades i bidrog till en trivsam miljö för eleverna att arbeta praktiskt och teoretiskt i.

Slutsats

Respondenterna visade genom sina svar att i störst utsträckning bidrog Niu-lektionerna till en god studieprestation och gott engagemang. De använde positiva termer för att beskriva Niu-utbildningen och effekterna av denna form av utbildning. Trots de många positiva termer som användes, framkom det få avstickare där en respondent upplevde trötthet efter NIU-lektioner vilket påverkade upplevelsen. Träningsanläggningens miljö som observerades ansågs bidra till en god studiemiljö, med goda förutsättningar för de praktiska samt teoretiska undervisningstillfällena.